By Bernice Bessey (bbessey@yahoo.com)
Hon. Samuel Okudjeto Ablakwa
Despite the opportunities available in Technical and Vocational Education and Training (TVET), statistics show that there is a general lack of interest in skills development in the educational system of the country.
Though a number of factors contribute to these effects, the government, in collaboration with the Council for Technical and Vocational Education and Training (COTVET), has initiated a “Role Model Programme” focused on raising youth interest in technical and vocational training.
The role models
The Development of Skills for Industry and Project (DSIP) is supported with US$125 million by the Africa Development Bank (AfDB), and US$11.5 million by the Bank of Ghana (GoG).
At the launch of the project last week, the Deputy Minister of Education, Samuel Okudjeto Ablakwa, noted that role model education does not impart knowledge and information, as one might expect from the educational context.
“Rather, its aim is to expose its target group to specific attitudes, lifestyles and outlooks, and in particular, to individuals in which these attitudes and lifestyles are embodied,” he explained.
He added that role models can played an important influence in shaping the academic and career paths of the youth to venture into TVET.
The government, being particular about TVET, will reinforce the importance of technical and vocational training through the DSIP project, he said.
Mr. Ablakwa stressed that the government had identified skills development as a critical tool in achieving social and economic aspirations of the nation.
“Technical and Vocational Education and Training is vital for producing [the] relevant skills necessary for improving economic performance, reducing poverty, and creating employment,” he added.
Why lack of interest in TVET
The Deputy Minister was of the concern that youth of school-going age are not patronising skills training because of the stigma attached that it is for people who are not academically brilliant and a education for the less-privileged.
“A number of factors account for the low interest in TVET, including ignorance of the options available in TVET, and low prestige enjoyed by the sector,” he stated.
Traditionally, females have also tended to avoid the more technical courses.
Available data shows that female enrolment in TVET institutions is very low, accounting for a maximum of 29% of National Vocational Training Institution centres, 17% in Teacher Training Institutions and 30% in Polytechnics, where female enrolment was mainly in the arts and business subjects.
He said while most female undertake courses in catering and dressing making, the males trade in subjects such as electronic, electrical, building and construction, mechanical engineering.
“This is a result of poor perceptions about TVET, and a lack of career guidance and counseling,” he added.