Alignment of higher
professional education
with the needs of the
local labour market:
The case of
Ghana
Mtinkheni Gondwe
Jos Walenkamp
April 2011
Contents
About the authors
4
Acknowledgements
4
Acronyms
5
List of tables
6
List of figures
7
Preface
8
1
Introduction
1.1
Background to the study
1.2
Aim of the study
10
1.3
Study approach
10
1.4
Relevance for Nuffic and the Dutch higher education sector
10
1.5
References
11
2
The case of Ghana
2.1
Introduction
12
2.2
Overview of the Ghanaian education sector
13
2.2.1
Pre-tertiary education
13
2.2.2
Tertiary education
16
2.2.3
Governance and administration
17
2.2.4
Current challenges and future development needs of the TVET sector
20
2.3
Overview of the Ghanaian labour market
25
2.3.1
25
2.3.2
Current key economic sectors and labour involvement
28
2.3.3
Current challenges and future needs of the Ghanaian labour market
31
2.4
Matching the education on offer with the skills needed in the local labour market
41
2.4.1
Historical legacy
41
2.4.2
Alignment between educational curricula on offer and local labour market needs
2.5
References
3
Strengthening alignment through international cooperation
3.1
International cooperation
46
3.2
Possible niches for cooperation and forms of cooperation
47
3.3
References
50
National economic development history
Annexes
9
9
12
42
44
46
51
Annex A
Higher education institutions offering professional education in Ghana
52
Annex B
Lists of undergraduate and graduate programmes offered at universities in Ghana
64
Annex C
List of Ghanaian government ministries in 2010
73
Annex D
Statistical data on Ghana’s economic development and climate
74
Annex E
Netherlands capacity building projects (NPT) at Ghanaian polytechnics (2004-2008)
75
ABOUT THE AUTHORS
•
Dr Mtinkheni Gondwe is Senior Policy Officer within the Knowledge and Innovation Directorate of Nuffic.
She specializes in the theme “Higher Education in Developing Countries”.
•
Dr Jos Walenkamp is former Director of the Knowledge and Innovation Directorate of Nuffic and is currently
Lector of International Cooperation at The Hague University of Applied Sciences.
ACKNOWLEDGEMENTS
The following people and organizations are gratefully acknowledged for their cooperation during this study:
•
Sandra van den Berg and Rita van de Wetering (Nuffic) for conducting relevant literature searches;
•
Petra van Haren and Beer Schröder (Nuffic) for allowing our participation in the first NICHE identification
mission in Ghana, whereby we obtained first-hand information on the alignment of education with the needs
of the local labour market, through personal interviews.
•
Prof. P. Buatsi (Chief Director, Ghana Ministry of Education) for kindly and promptly providing us with
information on the education budget allocations within the ministry, particularly with regard to secondary
level TVET and the polytechnics.
•
Prof. Nicolas N.N. Nsowah-Nuamah (Ghana Statistical Service) for pointing us in the right direction when we
were looking for specific information related to Ghana.
•
4
All the people we interviewed during our missions to Ghana (as fully acknowledged in Section 2.1).
ACRONYMS
AGI
COTVET
CIDA
CGLI
DANIDA
ESP
ESPR
EU
FTC
GATT
GEA GES
GCE A-Level
GCE O-Level
GHS
GNCCI
GNPC
GoG
GPRS I
GPRS II
GSS
HND
IMF
ITC
JICA
MDG
MESW
MFA
MOE
MOESS
MOH
NAB
NABPTEX
NAP
NCTE
NEP
NESAR
NICHE NPT
OTD
RSA
TTI
TVET
UN
UNIFEM
UNCTAD
WAEC
WTO
Association of Ghana Industries
Council for Technical and Vocational Education and Training
Canadian International Development Agency
City and Guilds of London Institute
Danish International Development Agency
Education Strategic Plan
Education Sector Performance Report
European Union
Full Technological Certificates (CGLI)
General Agreement of Tariffs and Trade
Ghana Employers Association
Ghana Education Service
General Certificate of Education Advanced Level
General Certificate of Education Ordinary Level
Ghana Health Service
Ghana National Council of Commerce and Industries
Ghana National Petroleum Corporation
Government of Ghana
Ghana Poverty Reduction Strategy
Growth and Poverty Reduction Strategy
Ghana Statistical Service
Higher National Diploma
International Monetary Fund
International Trade Centre
Japanese International Cooperation Agency
Millennium Development Goal
Ministry of Employment and Social Welfare
Ministry of Food and Agriculture
Ministry of Education (current)
Ministry of Education, Science and Sports (dissolved)
Ministry of Health
National Accreditation Board
National Board for Professional & Technician Examinations
National Apprenticeship Programme
National Council of Higher Education
National Employment Policy
National Education Sector Annual Review
Netherlands Initiative for Capacity development in Higher Education
Netherlands Programme for Institutional Strengthening of Post-secondary Education and
Training Capacity
Ordinary Technician Diploma
Royal Society of Arts
Technical Training Institute (secondary education level)
Technical and Vocational Education and Training
United Nations
United Nations Development Fund for Women
United Nations Conference on Trade and Development
West African Examinations Council
World Trade Organisation
5
LIST OF TABLES
6
Table 2.2.2.1
Some summary statistics for the Ghanaian education sector.
Table 2.2.4.1
The distribution of apprentices >15 years old in various industrial sectors of the Ghanaian
economy.
Table 2.3.2.1
The Ghanaian labour market profile.
Table 2.3.2.2
The educational attainment level of Ghanaian employees in 2006.
Table 2.3.3.1
Government of Ghana strategic development priorities and their elements, as outlined in the
national Growth and Poverty Reduction Strategy for 2006-2009.
Table 2.3.3.2
Human resource needs deduced from Government of Ghana strategic development policies
and plans and statistical reports.
LIST OF FIGURES
Figure 2.2.1.1
Overview of the Ghanaian education system.
Figure 2.2.4.1
Enrolment in higher education institutions in Ghana at the beginning of the 21st century
was heavily skewed towards the humanities. This was still the case in 2008. The official
government policy is to achieve a ratio of 60:40 sciences to humanities manpower base
by 2020.
Figure 2.3.1.1
Normalized trend analysis of some key economic indicators for Ghana.
Figure 2.3.1.2
Ghana’s Gross Domestic Product (GDP) based on purchasing power parity (PPP).
Figure 2.3.1.3
Ghana’s absolute national credit balance (1980-2009).
Figure 2.3.2.1
Key active formal economic sectors which seek representation under the Ghana
Employers Association.
Figure 2.3.3.1
Average tariffs imposed by developed market economies on agricultural products,
clothing and textiles from Ghana as compared to other emerging economies and least
developed countries (LDCs).
7
PREFACE
Secondary and tertiary education should be the foundation of a nation’s workforce development efforts.
However, in developing countries, the critique is often heard that education is not responsive to the needs
of the labour market. Graduates have limited theoretical knowledge and practical skills which are relevant
for employers. This necessitates retraining in the workplace. Furthermore, there is often a mismatch
between the courses given and the needs of the local economy, particularly in technical disciplines.
In this report an analysis is made of the extent to which tertiary level professional education in Ghana
is aligned with the needs of the labour market. Firstly, we give an overview of the Ghanaian education
system and labour market (including the challenges faced and needs). Thereafter, we identify key
areas in which alignment exists or does not exist. The analysis is based on a literature review and
personal interviews with key representatives of the education and employment sectors during country
visits. The final draft of the report was verified by these representatives during a country visit. All
the representatives who were consulted are fully mentioned and acknowledged in Chapter 2.
8
1
INTRODUCTION
© Ad Boeren
1.1 Background to the study
Many students in developing countries do not complete their secondary education, either due to financial
reasons or due to poor academic performance. Furthermore, complex regulatory structures and processes limit
progression of large groups of students to the post-secondary education level. In addition, the number of postsecondary education institutions in developing countries is limited and this requires a strict selection of students
who may proceed with their studies at the next educational level. Most of the students who do not get selected
are not rejected on the basis of low individual academic capacity but because the student absorption capacity
of the institutions is limited and tough choices simply have to be made. The number of students who fall away
is very high (e.g. 60% in Ghana; Ghana MOESS, 2008), which is an unfortunate loss of talent. As a result of the
theoretical nature of the secondary education currently given, the school-leavers do not have sufficient practical or
employable skills. Most end up in the informal sector where they become self-employed. However, since they lack
entrepreneurship skills and the skills to professionalize their activities, their earnings are limited and sustainability of
the activities is low. This limits the contribution of the informal sector to national economic development.
More and more governments of developing countries wish to bring about a change in this situation. They
see technical and vocational education and training (TVET1) as a solution to the problem, on the condition
1
TVET is concerned with the acquisition of knowledge and skills for the world of work. As it is used in this document,
it refers to profession-oriented education and training at both the secondary and tertiary level. Throughout the course
of history, various terms have been used to describe elements of the field that are now conceived as comprising TVET.
These include: Apprenticeship Training, Vocational Education, Technical Education, Technical-Vocational Education (TVE),
Occupational Education (OE), Vocational Education and Training (VET), Professional and Vocational Education (PVE),
Career and Technical Education (CTE), Workforce Education (WE), Workplace Education (WE), and so on. Several of
these terms are commonly used in specific geographic areas (UNESCO-UNEVOC, 2009).
9
that the training is optimally aligned with the human resource needs of the local labour market and the local
economy. In many developing countries, TVET has been introduced, but with mixed results. There is criticism
on the curricula which are often not relevant for the skills needed in the local labour market. Furthermore, the
training facilities that are essential for a practice-oriented education are often not available, insufficient, or of
insufficient quality. The formal sector in developing countries is often very small and therefore generally does
not have the physical capacity to absorb an adequate amount of trainees wishing to do an internship. Mentors
and supervisors also either do not have the capacity to conduct the training or are too impatient to invest time
in training the students. Due to shortcomings in the quality of professional education institutions, society often
has the impression that students who train at technical and vocational education institutions are second rate
students. All these problems give TVET a poor image, and make students choose theoretical studies in the
general secondary education stream or at a traditional university instead. There is a need to improve the applied
sciences curricula, teaching methodologies and infrastructure and staff training. Dialogue between professional
education institutions and the labour market also needs to be structurally established so that the curricula can
be jointly developed to increase relevance and so that the training skills of employers during apprenticeships and
internships can be raised.
1.2 Aim of the study
Professional education in developing countries is not always well aligned with the needs of the local
labour market and economy. The current study aims to identify the weak points in the linkage as well
as the factors that weaken the linkage in Ghana. The analysis particularly focuses on the tertiary-level
system, although performance and quality at this level is intricately linked with that of the secondary-level
TVET system. Not only shortcomings are reported, but also the successes that have been achieved in the
alignment. The potential role of international cooperation in strengthening alignment is also explored.
1.3 Study approach
The setup and implementation of higher professional education differs per country, depending on the
motivation of the government and availability of funding to implement improvements to the system. In
the current study, the history and present status of higher professional education in Ghana is analysed
in order to obtain insight into the investments and interventions that have been implemented to improve
the alignment between higher professional education and the needs of the local labour market. An
overview of the education system at pre-tertiary levels is also provided since this information provides
insight into the state, focus or quality of the national education system that students undergo prior
to their participation in the higher education sector. Information was gathered through both literature
analyses and personal interviews with key education and labour market stakeholders in Ghana.
1.4 Relevance for Nuffic and the Dutch higher education sector
One of the main areas of focus within the research directorate of Nuffic (Netherlands organization for
international cooperation in higher education) is “higher education in developing countries”. As such it is
necessary to acquire enough knowledge on various topics that comprise this theme, such as the state of
professional education in developing countries and how well it is aligned with the needs of the local labour
markets (this study). The acquired knowledge is mainly used to advise the Dutch higher education sector and
interested policy makers, which is one of Nuffic’s main missions.
This topic is also of direct interest to the higher professional education sector in the Netherlands, which is
increasingly showing interest to be more involved in development and international cooperation (Profound,
2009a). In 2001, the Netherlands Association of Universities of Applied Sciences (HBO-Raad) established a
10
platform called Profound, which aims to facilitate the incorporation of development cooperation into the primary
process of universities of applied sciences (Profound, 2009b). At the Hague University of Applied Sciences
(Haagse Hogeschool) a lectureship focussing on international cooperation (of which development cooperation
forms a part) was established in 2008. Since one of Nuffic’s main missions is to inform, advise and support the
Dutch higher education sector or interested policy makers, the current research is conducted in collaboration
with this university to facilitate sharing of knowledge. In particular, the current study identifies the role that
the Dutch professional education sector as a whole can play in developing countries and the optimal forms
of cooperation that can be adopted in potential partnerships. The exact niches where there is potential for
cooperation with Ghanaian polytechnics are identified.
Nuffic manages the NICHE Programme (2009–2013) of the Netherlands Ministry of Foreign Affairs. This
programme pays explicit attention to strengthening the link between higher education and the local labour
market in 23 developing countries. The information gathered in the current study is also of interest to NICHE
country programme managers within Nuffic.
1.5 References
Ghana MOESS (Ministry of Education, Science and Sports), 2008, Preliminary Education Sector Performance
Report (ESPR) 2008.
International Centre for TVET (UNESCO-UNEVOC), accessed 2010, http://www.unevoc.unesco.org.
Profound Platform (HBO-Raad), 2009a, Verslag van Studie Dag 16 Juni 2009: Minoren Ontwikkelingssamenwerking in het HBO.
Profound Platform (HBO-Raad), 2009b, Bestuursnotitie Ontwikkelingssamenwerking.
11
2
THE CASE OF GHANA
Accra Polytechnic
2.1 Introduction
This chapter begins with a presentation of an overview of the Ghanaian education system in order to identify the
education level and context within which professional education takes place. Thereafter, attention is mainly paid
to the higher professional education sector as this is the main sector of interest to the current study. However,
since several universities in Ghana that are traditionally theory-oriented also offer some sub-degree professional
training programmes, the discussion is not limited to polytechnics and specialized professional colleges alone,
and sometimes also includes these universities. The state and needs of the professional education sector and
labour market are identified and an analysis is made of the validity of the claim that the professional education
sector is not producing students with relevant and practical skills for the labour market.
A literature review and personal interviews during country visits form the main source of information in this
chapter. In the literature review, the multi-year strategic plans of the Ghanaian central government and its various
ministries were the key documents used to provide insight into Ghana’s long-term vision with regard to economic
development, human resource development and education. Annual sector performance reports published by
the various ministries also formed a source of useful information for the needs and progress analyses per sector.
Face-to-face interviews with senior education and labour market representatives during Nuffic’s first intensive
identification mission for the Dutch NICHE project in May 2009 (van Haren et al., 2009), provided additional
information. These representatives include:
•
The Counsellor and Deputy Head of Mission (Mr Michiel Bierkens) and sector specialists at the Netherlands
Embassy in Accra;
•
The Deputy Minister of Education (Dr Joseph Annan) and other ministry representatives;
•
The Executive Secretary of the National Board for Professional and Technician Examinations (NABPTEX;
Mr Ben. Antwi-Boasiako) and other NABPTEX representatives;
12
•
The World Bank Education Sector Specialist (Mr Peter Darvas);
•
The Deputy Director of Human Resources at the Ministry of Health (Mr James Antwi) and other ministry
representatives who focus on medical staff training and on gender and cultural issues related to medical
care provision;
•
The Executive Director of the Council for Technical and Vocational Education and Training (COTVET; Mr.
Daniel Baffour-Awuah);
•
The Executive Secretary of the National Council of Higher Education (NCTE; Mr Paul Effah);
•
The Ghana Education Trust Fund (GETfund) Administrator (Mr Samgarba);
•
Senior representatives of the Ministry of Local Government and Rural Development;
•
The Minister of Women and Children Affairs (Hon. Ms Akua Sena Dansua) and other ministry representatives;
•
The Gender Equity Group (with representatives from multilateral and bilateral organizations such as the EU
(European Union), UNIFEM (United Nations Development Fund for Women), DANIDA (Danish International
Development Agency), CIDA (Canadian International Development Agency), DFID (UK Department for
International Development) and senior representatives of the Ministry of Women and Children Affairs);
•
Labour market representatives and senior officials of:
o the GEA (Ghana Employers Association; Mr Alex Frimpong, Executive Director);
o the GNCCI (Ghana National Council of Commerce and Industries; Mr Doni-Kwame,
Head of Marketing);
o the Association of Ghana Industries (Mr Seth Twum-Akwaboah);
o the Ghana Medical and Dental Council;
o the Ghana Nurses and Midwives Council;
o the Ghana Aids Commission;
o the Ghana National Population Fund; and
o the Christian Health Association of Ghana.
An additional country visit was carried out in March 2010 in order to personally verify the content of a draft copy
of the current report and to obtain information on the areas of the report that were not complete. During the visit,
discussions were once more held with senior representatives of the education sector and labour market:
•
COTVET (Dr John Boateng and Ms Denise Clarke);
•
Ministry of Education (Mrs Emelia Aning, Director of Tertiary Education);
•
Rectors, Deans and Industrial Attachment Liaison Officers of Accra Polytechnic, Takoradi Polytechnic and
Cape Coast Polytechnic;
•
the Ghana Employers Association (Mr Joseph Amuah, Senior Manager Admin/IR);
•
the Association of Ghana Industries (Mr Cletus Kosiba, Executive Director);
•
SNV (Netherlands Development Organisation; Mrs Fati Bodua Seidu and Ms Mawuko Fumey); and
•
the World Bank (Mr Mike Esht).
2.2 Overview of the Ghanaian education sector
An overview of the Ghanaian education system is presented in Figure 2.2.1.1. The information presented in this
overview was summarized from documents of the Ghanaian Ministry of Education and country education profiles
published by the Australian Education International (AEI), the World Higher Education Database (WHED), the
Electronic Database for Global Education (EDGE) and the UK NARIC. The validity of the information has been
confirmed by local experts in Ghana during a visit to Ghana in March 2010 and via email.
2.2.1Pre-tertiary education
Pre-school education caters for children from three to five years of age and is not compulsory. However, in order
to ensure that nursery schools are properly conducted, the government established a National Nursery Teachers
Training Centre where certified teachers who wish to specialize in nursery education can receive training for
up to three months (UNESCO, 2006). Basic education is compulsory and free of charge and is made up of six
13
Figure 2.2.1.1: Overview of the Ghanaian Education System (Source: Adapted from AEI, 2009; confirmed for
the current study by local Ghanaian education experts, 2010).
PhD
degree
Master
degree (2 years)
Bachelor of
Technology degree
(18 months)
Universities
Labour Market
RSA/
WAEC
awards
Polytechnics
CGLI
awards
University Entrance Examination
Secretarial/Commerical
Course (3-5 years)
General Technical/Craft
Course (2 years)
Senior
High School Leaving
Certificate
Senior High School
(3 years)
Senior
High School Leaving
Certificate
Secondary Technical
School (3 years)
Pre-technical/Craft
Course (2 years)
Technical institutes
Common Entrance Examination
Junior High
School Leaving Certificate
Junior High School (3 years)
14
Primary School (6 years)
minimum entry age = 6
labour market
Subdegree professional
certificates & diplomas
Advanced
Technician and Craft
Certificates (2-3 years)
Higher
National Diploma
(3 years)
Apprenticeship +
Bachelor
degree, Honours
or pass (3-4 year programmes; 6-7 years for medicial
degrees)
years of primary school and three years of junior high school. The subjects taken by all primary school pupils
are: mathematics, science, social studies, cultural studies, Ghanaian languages, English, agriculture, life skills
and physical education. The medium of instruction is English at all levels of education except the first few years
of primary school where the main Ghanaian language of the region is used. No entrance examination is required
for admission to junior high school. Basic education is followed by four years of senior high school, which is not
compulsory but is subsidized by government. Senior high school has four parallel education streams (i.e. general
education, vocational education, technical education and agricultural education) with a core of compulsory
subjects in the first two years (i.e. mathematics, computer studies, general science, social studies and English;
Ghana MOESS, 2007).
Pre-tertiary level technical and vocational education in Ghana historically takes place in two distinct environments:
formal education environments and informal training environments (Duodu, 2006). The formal TVET sub-system
consists of institutions that provide classroom and workshop-based instruction. They follow written curricula
and students take formal examinations for which certificates are awarded. Informal TVET covers the traditional
apprenticeship system, on-the-job training and all skills-training activities that do not lead to formal certification.
Formal TVET at senior high school level is provided by technical secondary schools and technical institutes
(Annex A, Table A1). Technical secondary schools offer General Certificate of Education Ordinary Level (GCE
O-Level) and occasionally GCE Advanced Level (GCE A-Level) courses as well as a range of technical, vocational
and commercial subjects. For entry to these schools, the Common Entrance Examination must be taken as is
the case for all education institutions in all four educational streams at secondary level. Technical institutes offer
pre-technical and general technical and craft courses in the engineering and building sciences. The pre-technical
course requires two years of full-time study and includes general education as well as introductory technical and
craft courses. Students may then take up an apprenticeship or continue with further technical education, either in
the general technical courses or the craft courses (Figure 2.2.1.1). General technical courses have a considerable
theoretical content while the general craft courses have a high practical content. Both courses require two
years of full-time study after the pre-technical course and prepare students for CGLI (City and Guilds of London
Institute) Examinations. Completion of the general technical or craft programme is considered comparable to
completion of the technical secondary school programmes in Ghana. On completion students may continue to
polytechnics for more advanced technical education or take up apprenticeships. Some technical institutes also
offer three-to-five year secretarial and commercial courses which lead to Royal Society of Arts (RSA) and WAEC
(West African Examinations Council) awards.
For primary school students who do not proceed to senior high school (i.e. 60% [Ghana MOESS, 2008]),
a variety of apprenticeship and training programmes and various forms of adult education are offered by
private colleges or colleges run by various ministries. Some of the students are also directly absorbed into the
workforce, especially in agriculture. Most senior high school graduates directly enter employment, especially if
they followed the more vocational and less theoretical forms of secondary education.
The Government of Ghana (GoG) is currently paying special attention to teacher education and is particularly
aiming to increase the number of qualified teachers at all levels of the school system. The 2007 Education
Reform Program (Ghana MOESS, 2007) provides untrained teachers in primary schools with access to remedial
courses through distance education. Teachers at primary level complete a three-year pre-service Diploma in
Basic Education (Basic Education Programme A) at a Teacher Training College (TTC) while junior secondary
school teachers do the same at a TTC or university. In-service training for both primary and secondary school
teachers is provided. There are also degree programmes available for senior high school teachers (i.e. subject
specialists) and tutors for Teacher Training Colleges. In 2008, there were approximately 38 public and three
private TTCs located across the ten regions of Ghana, with a total enrolment of 26,025 trainees (Ghana MOESS,
2008). New graduates are compelled by the Ghana National Service Corps to teach their specialized subject in
rural areas.
15
The education system in Ghana is based on the British model and is considered to be one of the best in the West
African region. Since there are significant variations in the quality of schools, collective examinations play an
important role in maintaining educational standards. The WAEC administers the national examinations, including
entrance and final examinations for secondary schools and teacher training colleges. It ensures that educational
standards are maintained at their United Kingdom (UK) equivalents. Senior high school graduates hold the WAEC
senior secondary certificate, which is equivalent to the UK matriculation standard, requiring a combination of passes
at GCE O-Level or equivalent and at least two subjects at GCE A-Level or equivalent. Ghanaian higher education
institutions also have strong relationships with British universities and participate actively in the international
academic community (UG, 2009).
2.2.2Tertiary education
Higher education in Ghana is offered at universities (Annex A, Table A2) and institutions for higher professional
education (Annex A, Table A1). Theoretical education is offered by both public universities and private national
or international universities, while professional education is offered at the ten national polytechnics and several
national or international specialized colleges that are affiliated to some of the local universities for the award of
professional bachelor and postgraduate degrees. A-to-Z lists of specific programmes offered at these higher
education institutions are provided in Annex B. These lists are particularly useful when comparing the disciplinary
focus of the training courses on offer in Ghana with the skill needs of the local labour market as articulated by
employers during personal interviews, to see if they match.
University education: Entry into university requires passing a university entrance examination. Universities offer
academic programmes (bachelor, master and PhD education) as well as sub-degree professional education
courses (certificates and diplomas) through their affiliation with local tertiary level professional education
institutions.
Higher professional education: is offered at polytechnics and specialized colleges. Polytechnics have not
always been part of the tertiary education system in Ghana and were only upgraded to this level in 1992
through the Polytechnics Law (PNDC Law 321; Ghana MOESS, 2008). In contrast to universities, polytechnics
prepare students for practice-oriented middle-level professions. Entry into polytechnics requires a senior
high school leaving certificate from a technical secondary school or completion of general technical or craft
courses at a technical institute (Figure 2.2.1.1). Courses offered are based on CGLI courses but lead to local
examinations resulting in the award of advanced technician and craft certificates or the Higher National Diploma
(HND). In some disciplines and polytechnics, holders of the HND can continue their study for approximately
two years to obtain the Bachelor of Technology (B.Tech) degree. In Ghana, the B.Tech degree is the highest
obtainable professional qualification with a strong practical component. Further specialization requires studying
abroad. The HND and B.Tech correspond to Levels 6 and 7, respectively, which are the highest levels that
can be achieved in the Ghanaian national qualification framework for TVET. The Level 6 qualification indicates
considerable theoretical knowledge and solid practical skills. Sophisticated application of technical knowledge
is expected at this level. Level 7 indicates a high level of technical competence, conceptual knowledge and
professional skills in a broad range of activities in complex and changing contexts (Addy, 2008).
In addition to polytechnics there are also public and private specialized colleges which operate at post-senior
high school level and offer professional courses ranging from three months to three years (Annex A, Table
A1). Admission requires the senior high school leaving certificate or equivalent and/or work experience. The
courses include substantial practical work and usually lead to the award of a certificate from the college and/
or the relevant government ministry running the college.
The Education Sector Performance Report (ESPR) is based on the National Education Sector Annual Review
16
(NESAR) which was instituted with the implementation of the country’s Education Strategic Plan (ESP) 20032015 (Ghana MOE, 2003). The ESPR (Ghana MOESS, 2008) is a source of various comparative statistics and
information for the education sector, for instance on access to education, quality of education, education
management, education finance, and the state of science and technology and TVET. Some of these statistics are
presented in Table 2.2.2.1.
2.2.3Governance and administration
Education is mainly financed by the Ministry of Education (72% in 2008), the GETFund2 (9.5% in 2008), internally
generated funds by institutions (9% in 2008) and multilateral and bilateral donors (9.5% in 2008; Ghana MOESS,
2008). Other ministries (e.g. the Ministry of Agriculture, Employment and Social Welfare, Health and Environment,
Science & Technology) also account for additional funding through operation of their own TVET institutions at the
secondary education level. In 2010, Ghana’s budget on education was 27.4% of the total national budget (Prof.
Buatsi, presiding MOESS Chief Director, pers. comm.). Within the government, the MOE traditionally receives the
largest share of the national budget. Within the ministry:
•
the Ghana Education Service (GES) is responsible for all pre-tertiary education and is the largest operational
unit, taking up at least 80% of the ministry’s budget for education (Cambridge Education, 2006);
•
the National Council for Tertiary Education (NCTE) is responsible for all public higher education institutions
of university and non-university status (i.e. policy, funding allocation and administration). The universities are
autonomous, being governed by academic boards or university councils through the vice-chancellor;
•
COTVET is responsible for all technical and vocational education and training matters. Prior to 2006, the
National Board for Professional and Technician Examinations (NABPTEX) was responsible for formulating
and administering examinations, certification and standards for skills and syllabus competencies for nonuniversity institutions;
•
the National Accreditation Board (NAB) accredits both public and private (tertiary) institutions with regard to the
content and standards of their programmes. The board determines, in consultation with the relevant institution,
the programme and requirements for the proper operation of that institution and the maintenance of acceptable
levels of academic or professional standards. Determination of the equivalence of diplomas, certificates and other
qualifications awarded by institutions in Ghana or elsewhere is also conducted by this organ;
•
the Non-Formal Education Division (NFED) is responsible for planning, budgeting, monitoring and evaluating
non-formal education matters.
Furthermore, the West African Examinations Council, a consortium of five Anglophone West African Countries
(Ghana, Liberia, Nigeria, Sierra Leone and the Gambia) is responsible for developing, administering, and grading
school-leaving examinations at the secondary level.
A functional, well organized, harmonized TVET system is one of the ten policy goals of the 2003–2015 ESP and
to this end COTVET was set up in 2006 by governmental act to coordinate and oversee all aspects of TVET in the
country (GoG, 2006; Ghana MOESS, 2008). COTVET has further representation from the ministries responsible
for employment, environment and industry and from the TVET sector and industry and employers associations.
The council is financed by parliament, but may also accept donations, grants and loans from third parties and
collect fees for some of its activities. According to the COTVET Act the council is mandated with:
•
formulating national policies for skills development across the broad spectrum of pre-tertiary and
tertiary education, formal, informal and non-formal education. The board of COTVET may also make
recommendations to the Minister for Education with regard to formulating regulations by legislative
instrument;
2
GETFund (Ghana Education Trust Fund) was set up in 2000 to provide finance to supplement the provision of education
at all levels by the government. Sources of money for the fund include a share of the value added tax, parliamentary
grants, fundraising, private sector grants.
17
Table 2.2.2.1: Some summary statistics for the Ghanaian education sector.
Issue
Statistic
Total national population (2006) :
22.2 million (of which 51.5% are female)
1
Urban population1
8.4 million
Rural population
13.8 million
Mean household size1
4
1
Number of pre-tertiary education institutions:
42,971
Kindergarten (2007/2008)
15,449 (of which 28% are private)
3
Primary schools (2007/2008)3
17,315 (of which 24% are private)
Junior secondary schools (2007/2008)
9,507 (of which 24% are private)
Senior secondary schools (2007/2008)3
700 (of which 30% are private)
3
Number of tertiary education institutions (2009):
Universities
33 (of which 81% are private)
Polytechnics
10 (all of which are public)
Other specialised post-secondary professional education
At least 130 (public and private)
institutions
Pre-tertiary enrolment:
6,564,633
Kindergarten enrolment (2007/2008)3
1,262,264 (of which 17% in private sector)
Primary school enrolment (2007/2008)
3,622,724 (of which 18% in private sector)
3
Junior secondary school enrolment (2007/2008)3
1,224,964 (of which 17% in private sector)
Senior secondary school enrolment (2007/2008)
454,681 (of which 13% in private sector)
Primary and junior secondary school attendance (2008)1
86% of school-going age population
3
Total known tertiary enrolment (private and public institutions 139,768 (of which 34% are female)
in 2006/2007)3:
Public university enrolment (2006/2007)3
88,445 (of which 34% are female)
Private university enrolment (2006/2007)3
18,278 (of which 39% are female)
Tertiary level professional institution enrolment (2006/2007)
4,350 (of which 46% are female)
Polytechnic enrolment (2006/2007)3
28,695 (of which 30% are female)
No. of 15–24 year olds (tertiary training age) in total national
5 million
3
population (2007)4
Education completion rates:
Primary completion rate (2007/2008)3
88%
Junior secondary school completion rate (2007/2008)3
68%
Senior secondary school pass rate (2007/2008)
40%
University completion rate
no statistics
Polytechnic completion rate
no statistics
3
Student-to-teacher ratios:
Pre-school student-to-teacher ratio (2007/2008)3
52:1
Primary school student-to-teacher ratio (2007/2008)3
34.1:1
Junior secondary school student-to-teacher ratio (2007/2008)
17.4:1
Senior secondary school student-to-teacher ratio
no statistics
University lecturer-to-student ratio
no statistics
Polytechnic lecturer-to-student ratio7
56:1
3
Percentage of untrained teachers:
Kindergarten (2007/2008)3
43%
Primary school (2007/2008)3
59%
Junior secondary school (2007/2008)
76%
Senior secondary school
no statistics
3
18
Budget
Total national budget (2010)5
GH¢ 7,496,376,856
Total national education budget (2010)5
GH¢ 2,056,143,338 (27.4% of total
national budget)
Recurring costs (2010)5
GH¢ 1,668,053,910 (81.1% of total
education budget)
2008 education budget spent on pre-school education3
4.5%
2008 education budget spent on primary education
36.7%
3
2008 education budget spent on junior secondary school3
18.6%
Education budget spent on secondary education (2010)
12.6% (GH¢ 258,728,803)
Secondary education budget spent on secondary TVET (2010)5
8.7% (GH¢ 22,449,911)6; = 1% of total
5
education budget
Education budget spent on higher education (2010)5
23% (GH¢ 472,912,968)
Higher education budget spent on polytechnics (2010)
5
17.4% (GH¢ 82,286,856); = 4% of total
education budget
2008 education budget spent on teacher education
3.8%
3
2008 education budget spent on special education3
0.8%
2008 education budget spent on non-formal education
0.6%
2008 education budget spent on management3
0.8%
3
GSS (2008a)
GSS (2008b)
Ghana MOESS (2008)
US Census Bureau International Database (2009)
Prof. P. Buatsi (Chief Director: Ghana Ministry of Education, pers. comm., 2010)
1
2
3
4
5
6
There are 493 secondary schools compared to 28 TVET institutes under the Ghana Education Service (Buatsi,
pers. comm. 2010). A review of government documents shows that the GoG has high regard for TVET and the
need for TVET in national development through producing skilled manpower. The budget allocation between
general secondary schools and TVET institutes as shown here is, therefore, a reflection of the relative number of
the receiving units (i.e. the budget is allocated proportionally to the number of institutes that have to be catered for).
It does not in any way suggest that TVET is not viewed as being important by the ministry. This budget allocation
report is valid for the Ministry of Education only. Secondary level TVET institutes operated by private entities
and other ministries (Ministries of Agriculture, Employment & Social Welfare, Health & Environment, Science &
Technology) are not included in this budget report and form an additional source of investment into TVET at the
secondary level. According to the 2008 ESPR (Ghana MOESS, 2008) there are 164 additional public training
institutes accounting for ~30,000 youth (i.e. ~200 youth per institute). The 28 MOE TTIs account for an additional
~20,000 youth (i.e. 800 youth per institute). Private secondary level TVET providers are double the number of
public providers and cater for additional youth.
7
based on statistics collected from Accra Polytechnic for 2010 (this study).
19
•
coordinating, harmonizing and supervising the activities of private and public providers of TVET, including
the informal sector;
•
rationalizing the assessment and certification system in TVET;
•
taking measures to ensure quality in delivery of and equity in access to TVET;
•
maintaining a national database on TVET;
•
facilitating research and development in the technical and vocational education and training system;
•
sourcing funding to support TVET activities;
•
facilitating collaboration between training providers and industry to promote demand driven curriculum
development and placement and national internship programmes;
•
promoting cooperation with international agencies and development partners;
•
issuing annual reports on the state of skills development in the country; and
•
advising the government on all matters related to the management and improvement of the TVET system.
2.2.4 Current challenges and future development needs of the TVET sector
In this subsection, the development needs of the higher (professional) education sector are outlined. The
information has been sourced from literature (e.g. government reports; Palmer (2007, 2008, 2009)) as well as
personal interviews with senior representatives of the education sector and labour market. The following factors
have been identified as hampering the quality of tertiary (professional) education in Ghana:
•
Quality and number of students: The number of students at the secondary school level, who have the
necessary background to enable them to pursue scientific and technical programmes at the tertiary level,
is insufficient. Science and technical education at the pre-tertiary level needs to be improved to provide
students with a good knowledge foundation. In addition, when applying to enter secondary school, students
are currently required to already make a choice for either the sciences or the humanities. However, since
TVET suffers from a poor image (partly through poor performance in the past) most students opt for the
more non-technical programmes (Duodu, 2006; MOESS, 2008). This is unfortunate since TVET can play a
major role in national development through producing a skilled labour force that is immediately employable
and which is able to engage in gainful employment. This choice of study option is made too early in the lives
of the students and since it is irreversible the practice precludes potential science and technical talents from
partaking in scientific and technical learning, innovation and development in their future.
Recommendations for improvement: Flexibility should be introduced into the education system so that
students have the possibility to change their minds about their study options at the tertiary level. Addy
(2008) suggests that this can be achieved through offering compulsory mathematics, computer studies and
general science subjects together with some elective courses in the general and technical or vocational
education programmes at the pre-tertiary level, particularly in the general education streams. She finds that
following bridging courses to be able to enter tertiary technical education institutions is simply not enough.
Furthermore, the TVET sector must be given more support to start producing better results, both in output
and quality of graduates and their engagement with the labour market. Support can be given through the
upgrading of teachers, training facilities (computer and science laboratories, libraries, workshop facilities
and production units) and curricula improvements. Physical infrastructure can also be expanded to increase
intake of students in the more practical and technical professions.
•
Quality and number of educators: Science teachers in pre-tertiary education institutions are trained either
at universities or teacher training colleges. However, not enough educators are being trained so that most
people teaching science in schools have no specialized training at all in science education (Duodu, 2006).
The same is true for teachers of technical subjects. This has repercussions for the quality of science and
20
Figure: 2.2.4.1:
Enrolment in higher education institutions in Ghana at the beginning of the
21st century was heavily skewed towards the humanities. This was still the case in 2008. The official
government policy is to achieve a ratio of 60:40 sciences to humanities manpower base by 2020
(Source: Ghana MOESS, 2008).
Output by programme (2001/2 - 2003/4) - universities
Academic year
Output by programme (2001/2 - 2003/4) - polytechnics
Academic year
21
technical graduates this produces.
Furthermore, a major portion of Ghana’s education budget is spent on teachers and the government has
achieved great success in increasing overall access to education at primary and junior secondary school
levels, with 86% of the school-going age population for these levels having attended school in 2008, including
in deprived areas (Table 2.2.2.1). However, teacher absenteeism at primary and secondary schools is rife,
which hinders the translation of these investments into outcomes (Ghana MOESS, 2008). Not only increased
educational participation and a sound and relevant curriculum are important, but also the achievement of the
required pupil-teacher contact hours is necessary, if adequate transfer of knowledge and skills is to occur.
Recommendations for improvement: The 2007 Educational Reforms led to the upgrading of Teacher
Training Colleges into Diploma Awarding Institutions as this would bring improvements in both the quality
and quantity of teachers, especially science teachers (Addy, 2008). The increase in trained primary school
and junior secondary school teachers is necessary since the educational foundation often determines a
student’s potential to cope with studies at secondary and post-secondary levels, certainly in the technical
disciplines. In 2008, the percentage of untrained teachers at primary and junior secondary schools was 59%
and 76%, respectively (Table 2.2.2.1). With regard to TVET, additional improvements would be achieved if
teachers could also partake in periodic secondments to industry in order to upgrade and modernize their
knowledge of the actual technologies being employed in the workplace, as well as to gain insight into the
actual practical needs of the labour market. This knowledge can then be incorporated into their lessons and
be passed on to their students through lessons or onto their colleagues through peer-mentoring.
The Ministry of Education has implemented and continues to explore different ways of curbing teacher
absenteeism by holding teachers accountable for their responsibility to carry out their duty (including
involving parents, salary penalties and unplanned school inspections), so that the education that has
formally been designed at each education level actually does get delivered (Ghana MOESS, 2008).
•
Quality and number of education and training institutions: The official government policy is to achieve
a ratio of 60:40 sciences to humanities manpower base by 2020 (Ghana MOESS, 2008). However, the
present enrolment is heavily skewed towards humanities (Figure 2.2.4.1). For universities and polytechnics
38% and 32% respectively are enrolled in science subjects (Ghana MOESS, 2008). This skewness can be
addressed in enrolment policies whereby balance is sought in this ratio. Currently at the tertiary level only
one-third of applicants for the sciences (science, agriculture and engineering) are accepted for enrolment.
The reason for this is not that they do not meet the minimum requirements set by universities, but the
insufficient training facilities (laboratory space, equipment, etc). Admitting more students than the facilities
can accommodate would compromise the standard of education being offered. Qualified students who
applied to study science at universities but did not get admitted often switch to the humanities and that is a
waste of talent to the field.
The situation is the same at the secondary level, where the number of Ministry of Education general secondary
schools far outweighs the number of technical and vocational institutes (18 times more; Duodu, 2006; Buatsi,
pers. comm. 2010). Addy (2008) reports that most of the students admitted into the polytechnics are from
general senior secondary schools rather than from the technical and vocational secondary schools. The fact
that the content of English, mathematics and science offered at the technical and vocational schools is at a
less advanced level than that offered at the senior secondary schools puts the products of TVET institutions
at a disadvantage for admission into the tertiary level of education. Yet the graduates from TVET schools
are those who have voluntarily chosen the path of technology and are likely to develop, through academic
progression, into the technologists that the country needs so much for its development.
Recommendations for improvement: Education and training institutions should aim to systematically
channel a portion of their resources to improving their infrastructural base, thereby increasing their capacity
22
to absorb science and technical students (Addy, 2008). Currently, the ratio of non-teaching staff to teaching
staff at public universities is 4:1 although the norm was set at 1.16:1 (Ghana MOESS, 2008). The internal
efficiency of these universities could therefore be improved to free up funding for the much needed
infrastructural improvements.
Balance in the quality and type of compulsory subjects between the four streams of secondary education
(general, vocational, technical and agricultural) is currently being addressed through the 2007 education
reforms, which should put secondary level TVET graduates and general secondary school graduates on par
with regard to common knowledge.
•
Quality of education and relevance to the labour market: According to the Ghanaian Ministry of Education
(MOESS, 2008):
“Formal TVET in Ghana is currently limited in scale, scope, quality and relevance. The TVET is
largely oriented towards formal rather than informal employment. At the same time, most of the
TVET provision is out of touch with the needs of formal industry; curricula are outdated, many TVET
institutions lack tools and equipment (and where present, machinery is often decades old and bears
little resemblance to that currently used by industry), and many instructors have little knowledge of
industry needs. Pre-employment institution-based training finds it hard to connect with industry,
to arrange staff and trainee industrial placements and to get industry representation on institution
boards. The infrastructure in training institutions is poor with only 80% having functional electricity”.
Duodu (2006) of the Ministry of Education adds that most of the equipment found at TVET institutions is
unserviceable. With regard to the quality and relevance of technical training institutes in particular, the
ministry (MOESS, 2008) says that:
“the curricula (syllabi, textbooks) at the technical schools are obsolete; they have not seen any revision
over the past 30 years. Staff industrial attachments suffer from inadequate placement opportunities,
and a lack of financial incentives such as night allowances. Trainee industrial attachments suffer
from a lack of insurance and a lack of adequate placements. Formal industry in Ghana generally
has the view that TTIs can provide people with theoretical skills but not workplace skills and so
graduates have difficulty obtaining employment, especially formal employment. There is an urgent
need to help institutions reconnect with industry requirements.”
The practical aspects of the science programmes need to be improved and highlighted to make the
education more relevant to the daily situation and labour market (Duodu, 2006; Addy, 2008).
Recommendations for improvement: In general, provision of TVET is more expensive than provision of
general education due to the extra need for laboratory and workshop facilities, equipment, tools and
machinery, disposable supplies, student and staff attachment subsidies, and so on. The current total
expenditure on secondary and tertiary level TVET (5% of the total education budget in 2010; Table 2.2.2.1) is
too small to effectively operate a strong and well-resourced TVET system. The expenditure on TVET needs
to be increased. Government literature analysis (e.g. Duodu, 2006; Ghana MOESS, 2008) and personal
interviews (van Haren et al., 2009) show that authorities in Ghana as well as the TVET institutions do already
recognize the need for improvements in the TVET sector. In fact where and when possible, improvements
are being implemented (Ghana MOESS, 2008). However, since the task is huge and resources are limited,
progress is not overwhelmingly visible in all situations where interventions are being made. Of all the 23
ministries in the country (see Annex C), the Ministry of Education receives the largest share of the national
budget (27.4% in 2010; Buatsi, pers. comm. 2010). Most of this budget (81.1% in 2010) covers necessary
recurring costs (e.g. salaries) while the remaining budget is used for urgent maintenance of facilities and the
23
purchase of disposable supplies (Buatsi, pers. comm. 2010). It is, therefore, evident that the government and
the Ministry of Education are doing all they can to achieve their strategic educational goals with the resources
that are available to them. Comprehensive improvements in the sector will not be possible without additional
funding, for instance from profits of Ghana’s upcoming oil exports.
Traineeships: Sometimes teachers can get short-term intermittent labour market placements to obtain new
knowledge on technology applications and needs in the practical world, which they can then incorporate
into their lessons and pass on to their students or fellow colleagues. However, the problem is that there are
not enough placement opportunities and teachers often have to pre-finance their engagement before being
reimbursed. Similarly, there are not enough placement opportunities for students who need to follow an
internship in the labour market in order to gain practical skills. Due to the demand for places, the optimal
number of trainees to be admitted is often exceeded, which causes overcrowding around equipment (or
around patients in the case of medical-related studies) during practical demonstrations so that a real handson experience is not always possible for all participating trainees (van Haren et al., 2009). Personal interviews
with labour market representatives and NABPTEX (van Haren et al., 2009) reveal also that the training,
mentoring and supervisory capabilities of employers (e.g. in the health sector or manufacturing industry)
during internships is not always optimal. Supervisors and mentors sometimes become impatient to invest
time in training the students when they are slow to learn and a lot of work still needs to be done.
Recommendations for improvement: Currently, the TVET system mainly produces graduates for the formal
sector, i.e. it produces “job-seekers”. However, the formal sector in most developing countries is often
very small (18% in Ghana, see Table 2.3.2.1) and therefore it often does not have the physical capacity to
absorb an adequate amount of trainees wishing to do an internship. Neither can the sector absorb all the
graduates of education institutions. This problem has already been recognized by the government and will
be addressed through the National Apprenticeship Programme (NAP) which is being set up by COTVET
(Palmer, 2009). The NAP will offer students (particularly junior secondary school leavers) the opportunity
to be trained in the informal sector. The scheme will consolidate and regularize existing apprenticeship
programmes (which currently accommodate >200,000 youth per year; GSS, 2008a; Table 2.2.4.1) and recruit
master crafts persons who can provide training. The master trainers will receive pedagogical training and the
government will finance the first year of the programme. A skills development fund (managed by COTVET) is
being established, with contributions from development partners to further support the NAP. Not only will the
apprenticeship programme increase the number and variety of on-the-job training opportunities for students
during internships, it will also prepare students for self-employment in the informal or formal sector. This will
reduce the youth unemployment rate (currently 61%, see Table 2.3.2.1) upon completion of their studies, as
well as enable them to competently, skilfully and sustainably engage in profitable employment.
In addition to interventions through the NAP, COTVET should also consider establishing structural functional
linkages between professional training institutions and industry at secondary and tertiary levels for all
professional courses. This is particularly useful for aligning the education with the realities in the labour
market, providing students with actual and practical learning situations and jointly innovating solutions
for the local context. Manufacturing industries that have parent companies outside Ghana could consider
engaging local TVET institutions in their research and problem-solving tasks instead of having this work
being conducted abroad (Addy, 2008). This would improve the research and innovative capacities of staff
and students and provide an extra collaboration opportunity between industry and the TVET sector, next to
traditional collaboration through internships.
24
Table 2.2.4.1: The distribution of apprentices >15 years old in various industrial sectors of the
*
Ghanaian economy (Source: GSS, 2008a).
Main trade*
Apprentices (% of total)
Food and beverages preparation/processing services
3.9% (90.5% of which are female)
Health and related services
0.2% (50% of which are female)
Personal/ grounds services
14.3% (96% of which are female)
Building
15.2% (<1% of which are female)
Automotive engineering
9.0% (2.5% of which are female)
Electrical Engineering
3.9% (4% of which are female)
Mechanical Engineering
4.7% (1.5% of which are female)
Fishing/hunting/forestry
0.6% (20% of which are female)
Textile, apparel and furnishing
36% (78% of which are female)
Other Production Related Trades
1.4% (59% of which are female)
Transportation and material moving trades
9.4% (<1% of which are female)
Visual and performance artists
0.7% (16% of which are female)
Administrative/ support services
0.0
Other
0.7% (8% of which are female)
Apprenticeship training in the mechanical, building and automotive trades takes ~3.5 and up to 2.5 years for the other
trades.
2.3 Overview of the Ghanaian labour market
2.3.1 National economic development history
Statistical data on Ghana’s economy for the period between 1980 and 2009 as sourced from the International
Monetary Fund (IMF) World Economic Outlook Database of October 2010 are presented in Annex D. From these
data it is evident that Ghana has experienced positive economic growth in this period and achieved macroeconomic stability. Although the national population similarly experienced an increase in the same period, this
does not seem to have lowered the GDP based on purchasing power parity (PPP), either as a valuation of the
total country GDP or in per capita units (Figure 2.3.1.1). Figure 2.3.1.1 shows how the trends in all the diagrams
presented in Annex D are related to one another. In Figure 2.3.1.1 the various units and scales of all the economic
indices (i.e. GDP and GDP-related indices) are normalized and presented against the trend in population growth.
From this diagram it can be seen that in 2009 the international purchasing power of the country as a whole (i.e.
GDP PPP) has increased at a rate three times higher than the growth in population. The international purchasing
power of individuals (i.e. GDP PPP per capita) in 2009 has also similarly overtaken the population growth rate
by at least 30%. All this indicates that while the population in Ghana shows a positive growth trend (i.e. having
doubled in three decades), the overall standard of living is also improving (with the international purchasing power
of the country and of individuals having grown by a factor of seven and three, respectively, in three decades).
When interpreted in poverty line terms, Ghana theoretically did not suffer absolute poverty in the three decades
under analysis, with each person having $1.37/day3 to spend in 1980 and $4.40/day to spend in 2009 (Figure
2.3.1.2). Extreme poverty refers to those living on <$1/day while poverty refers to those living on <$2/day (World
3
Expressed as international dollars.
25
Bank, 1990). The poverty line refers to a level of income below which a person cannot afford the bare minimum to
exist (an amount of food sufficient to fuel the human body; clothing appropriate to a person’s living and working
conditions, and suitable shelter to protect themselves from the elements). The data also show that Ghana has
long achieved target one of the United Nations Millennium Development Goal (UN MDG), which is to halve the
proportion of people living in absolute poverty by 2015 (UN, 2010).
The PPP between two countries is the rate at which the currency of one country needs to be converted into that
of a second country to ensure that a given amount of the first country’s currency will purchase the same volume
of goods and services in the second country as it does in the first. The IMF GDP data reported in this study are
expressed in current international dollars, a hypothetical unit of currency which normalizes the purchasing power
of individual countries to one international standard for purposes of comparison. As such, the GDP based on
PPP is a more appropriate indicator of the living standard of a given country relative to the rest of the world than
the GDP alone. The GDP alone reflects the market value of all final goods and services from a nation in a given
year and is sensitive to inflation and variations in currency exchange rates. The PPP includes corrections for
these factors.
Figure: 2.3.1.1:
Normalized trend analysis of some key economic indicators for Ghana.
The population is shown in units of a million people while the other parameters are shown in
dimensionless units showing the relative magnitude and type of deviation (negative or positive) of
their trends relative to the population growth trend. This diagram shows that although the population
in Ghana shows a positive growth trend (i.e. having doubled in three decades), the overall standard
of living is also improving (with the international purchasing power of the country and of individuals
having grown by a factor of 7 and 3 respectively over 30 years). Inflation has also dropped to one-fifth
of the population growth rate over the 30 year period. Population growth is, therefore, currently not a
limiting factor to economic growth in Ghana (Source: IMF World Economic Outlook, 2010).
100
Population
GDP based on purchasing-power-parity (PPP)/capita
GDP based on purchasing-power-parity (PPP), valuation of country GDP
GDP based on purchasing-power-parity (PPP), share of world total
Inflation, average consumer prices
Normalised Index
80
60
40
20
26
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1996
1995
1994
1993
1992
1991
1990
1989
1988
1987
1986
1985
1984
1983
1982
1981
1980
0
Figure: 2.3.1.2:
Ghana’s Gross Domestic Product (GDP) based on purchasing power parity
(PPP) over three decades. It shows that theoretically Ghana did not suffer absolute poverty in the
three decades under analysis, with each person having $1.37/day to spend in 1980 and $4.40/day
to spend in 2009 (please note: annual figures divided by 365 days). According to the World Bank,
absolute poverty refers to those living on <$1/day. Furthermore, with this economic performance, the
country has long achieved target one of Millennium Development Goal number one, which is to halve
the number of people living in absolute poverty by 2015. The country is internationally classified as an
“emerging economy” rather than a “least developed economy” (Source: IMF World Economic Outlook,
2010).
GDP based on purchasing-power-parity/capita
1500
1200
900
600
300
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1996
1995
1994
1993
1992
1991
1990
1989
1988
1987
1986
1985
1984
1983
1982
1981
0
1980
Current International Dollars
1800
Figure: 2.3.1.3:
Analysis of Ghana’s absolute national credit balance (i.e. “cash in hand”) over
the last 30 years shows a stable (albeit negative) current account balance in the 1980s. Somewhat
larger fluctuations and deficits occurred in the 1990s. Deficits due to the first economic crisis in the
21st century are the largest ever faced by Ghana within the period under analysis and reached their
peak in 2008. Dips in the current account balance can be due to deficits in national income (including
donated monies) and/or increased national expenditure. However, this is not specified in the data. In
the case of increased expenditure, it is also not possible to deduce whether or not the expenses were
of an investment nature, related to national development. (Source: IMF World Economic Outlook,
2010).
0.5
5
-1.0
-5
-1.5
-10
-2.0
-2.5
-3.0
Current account balance
% of GDP
0
-0.5
-15
-3.5
-20
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
US $ (billion)
0.0
Current account balance
Current account balance (% of GDP)
27
Figure 2.3.1.1 also shows that Ghana’s inflation rate has decreased considerably between 1980 and 2009, with
a trend that has reduced to one-fifth of the population growth rate within this period. Nevertheless, analysis of
Ghana’s absolute national credit balance over this 30-year period shows a sustained negative current account
balance, which has received its greatest ever blow by the first economic crisis of the 21st century (Figure
2.3.1.3). For Ghana to reach and sustainably maintain its desired middle-income country status, it will need to
increase its national income and maintain a disciplined approach in monitoring credit deficits that are not related
to expenditures of an investment nature.
2.3.2 Current key economic sectors and labour involvement
The key productive sectors of Ghana’s economy are agriculture (34.3% of GDP in 2007 and employing 56%
of the labour force), services (31% of GDP in 2007 and employing 29% of the labour force) and industry (26%
of GDP in 2007 and employing 15% of the labour force; GoG, 2005; CIA World Fact Book, 2009). Within the
agricultural sector the contribution to the GDP, in order of magnitude, comes from the crops and livestock
subsector followed by the cocoa, fishing, and forestry and logging subsectors respectively (GoG, 2005). Within
the industrial sector the contributions to GDP, in order of magnitude, come from the construction subsector
followed by the manufacturing, mining and quarrying, and the electricity and water subsectors, respectively
(GoG, 2005). The manufacturing subsector has potential to grow, and currently remains limited in its growth
largely due to high production costs and the influx of cheaper imports which make locally-manufactured
products uncompetitive. The services sector is driven by wholesale and retail trade and restaurant and hotel
services which together account for 60% of the gains for the economy from this sector (GoG, 2005). Other
subsectors within the services sector include the transport, storage and communication subsector, government
services, financial and business services, real estate, and community, social and personal services.
The key formal economic sectors which seek representation under the Ghana Employers Association (GEA) are
depicted in Figure 2.3.2.1. The GEA has a total of 336 members (GEA, 2009) whereby one GEA member is equivalent to
one individual company. The companies must have more than 50 employees. In addition to the GEA, 1200 employers
also have membership within the Association of Ghana Industries (AGI), which is also a voluntary business association.
Even small scale businesses are eligible for membership within the profile of manufacturing and service industries in
agro-processing (food and beverages), agri-business, pharmaceuticals, electronics and electrical, telecommunications,
information technology, utilities, transport, construction, textiles, garments and leather, banking and advertising. The
AGI is the leading voice of manufacturing industries in the country and advocates policies that advance the growth and
development of industries. National and international trade is facilitated through exhibition of member products locally
and abroad. The association strengthens national industry associations through the sharing of knowledge, experience,
networks of contacts and other critical information. It also analyses and monitors policy impact on businesses in order
to support and influence legislation or other measures considered to be favourable for the advancement of industry or
to challenge policies which are considered unfavourable to industrial growth and development (AGI, 2009).
The Ghana Statistical Service (GSS) provides statistical summaries on participation in the labour market.
The strong performance of Ghana’s economy, particularly since the mid-1990s, has been linked to
declining unemployment and underemployment (GSS, 2008a). Despite these positive developments, the
situation for youth is still critical, with the unemployment rate among the youth aged 15–24 (i.e. people
who have no work, are available for work and actively looking for work) being estimated at 61% in 2006
(GSS, 2008a). These statistics are in agreement with the fact that 60% of the junior secondary school
leavers do not proceed further with their education (Table 2.2.2.1). The Ministry of Employment and Social
Welfare (MESW) is working on a National Employment Policy and Action Plan (Ghana MESW, 2009) in
which youth will be engaged to participate in the labour market, with particular preference for the central
government’s preferred sector: agriculture. This is in addition to youth training within the upcoming National
Apprenticeship Programme (Palmer, 2009). Some labour market statistics are presented in Table 2.3.2.1.
28
Figure: 2.3.2.1:
Key formal economic sectors that seek representation under the Ghana
Employers Association. One “member” is equivalent to one individual
company (Source: GEA, 2009).
Membership representation at the Ghana Employers Association
Manufacturing Interests
Commercial Interests
Agricultural/ fishing Interests
Shipping & Port Interests
Banking Interests
Building & Civil Engineering Interests
Press & Publishing Interests
Pharmaceuticals Interest Group
Insurance Interests
Hotel, Catering & Tourism Interests
ICT Interest Group
Petroleum & Power Interests
Airways and Transport Interests
Health Sector Interest Group
Timber Interests
Mining Interests
Educational Sector Interest Group
Private Protective Security Interests
0
20
40
60
80
100
120
Number of members
According to the information sources in Table 2.3.2.1, the population of Ghana was estimated at 22.2 million
people in 2006, of which 12.3 million form the active adult labour population. The formal and informal economic
sectors were estimated at 18% (i.e. 2.2 million people) and 82% (i.e. 10 million people) of the total labour active
population, respectively. The unemployment rate (i.e. people who have no work, are available for work and
actively looking for work) was estimated at 3.6% in 2006. Generally, the formal private sector employs more
people than the public sector. The informal sector is mainly characterized by farm enterprises (particularly in
rural areas and dominated by males) and non-farm enterprises (particularly in urban areas and dominated by
females). Of all households in Ghana 50.5% (rural) and 46% (urban) operate farm enterprises and non-farm
enterprises. 72% of the non-farm enterprises are operated by women and engage more skilled than unskilled
persons. 49.5% of these businesses involve trading, and the rest mainly involve manufacturing (e.g. crafts and
related trades; GSS, 2008a). Half of the households operating farm enterprises hire labour for their operations
(GSS, 2008a). The main sources of capital for the enterprises are household savings (60%) and assistance
from relatives or friends (20%; GSS, 2008a). The three main sources of household income in Ghana are income
from agricultural activities (35%), wages from employment (29%), income from self-employment (25%) and
remittances (<10%; GSS, 2008a). In the formal sector, wages are highest in the financial services (GSS, 2008a).
In terms of expenditure, food and non-food expenditure (e.g. transport, housing, water, domestic utilities,
recreation, education) represent 43.2% and 56.8% of the total domestic expenditure respectively (GSS, 2008a).
The 2006 national census held by the GSS further shows that middle and higher education (i.e. universities,
polytechnics, specialized colleges, technical and general secondary schools and technical training
institutes, both public and private) contribute only 9.4% of the personnel in the Ghanaian labour market
29
(Table 2.3.2.2). All other employees have less than a senior secondary level education (28.6% completed
their primary and junior secondary education, 26.7% attended primary and junior secondary school but
did not complete the education and 35.3% have no formal education). Considering the fact that the share
of workers with a higher education is limited and that the output of primary and junior secondary school is
also limited, it can be said that Ghana has achieved remarkable success in its macro-economic climate, as
discussed earlier. It is interesting to note the high educational attainment level of armed forces and security
professionals in Ghana relative to all other professions directly related to the economy as mentioned in
Table 2.3.2.2.
Table 2.3.2.1: The Ghanaian labour market profile.
Issue
Statistic
Population statistics:
Total national population (2006)1:
22.2 million (of which 51.5% are female)
Life expectancy (2009)2
57 years
Literacy rate (% of adult population in 2006)
69% (of which 64.7 are female)
Percentage population <15 years of age (2006)1
40% (of which 49.6% are female)
Percentage population >65 years old (2006)
4.7% (of which 55% are female)
Percentage population between 15 and 64 years of age (labour
55.3% (of which 51.7% are female)
1
1
active population, 2006)
1
Percentage youth (15-24 years of age) in labour active population1
34.7% (of which 50% are female)
Labour force participation rates:
Size of formal sector1
absorbs 18% of labour active adults
Size of informal sector
absorbs 82% of labour active adults
1
Labour participation of individuals in 7–14 year age group (2006)1,4
12.9% (of which 44.2% are female)
Labour participation of adults (i.e. 15–64 year age group) in 2006
87% (of which 51.9% are female)
Labour participation of adults in the public sector in 20061,5
28.5%
Labour participation of adults in the private sector in 2006
66.7%
Youth employment (15–24 year age group) in 20061
39% (of which 50.5% are female)
Youth unemployment (15–24 years of age) in 2006
61%
Own account workers (self-employed adults in 15–64 year age
55% (mostly female)
1
1,5
1
group) in 2006
1
Contributing family workers (self-employed adults in 15–64 year
20% (mostly female)
age group) in 2006
1
Adult employers (15–64 year age group) in 20061
4.5%
Apprentices as share of employed adult population (15–64 year
2.3%
age group) in 20061
Other economic engagements by adult population (15–64 year age
0.2%
group) in 20061
Unemployment (total labour active population) in 20061
3.6%
Underemployment agriculture and fisheries sector2
65%
Underemployment (total labour active population) in 2006
5.8%
Daily minimum wage3
GH¢ 0.55 in 2001 and GH¢ 1.90 in 2007
3
Key economic sectors:
Agriculture3
34% of GDP in 2007
(employs 56% of adult labour force)
Services
3
31% of GDP in 2007
(employs 31% of adult labour force)
Industry
3
26% of GDP in 2007
(employs 15% of adult labour force)
30
1
GSS (2008a)
2
Ghana MESW (2009)
3
GSS (2008b)
4
The legal age for labour participation in Ghana is 15 years. However, the law does permit engagement in light work for
children between 13 and 15. Most working children (7–14 years old) are involved in agriculture (89.3%), manufacturing
(3.8%), trade (3.3%) and fishing 2.3%.
5
The sum of the percentage of adults employed in the private and public sector does not add up to 100%. The
remaining 4.8% represents those employed in NGOs, cooperatives and international organizations and diplomatic
missions. >80% of the employed adults in 2006 were in three main occupational categories: agriculture/fishery workers
(55.1%), craft and related trades workers (13.4%) and service/sales workers (13%).
Table 2.3.2.2: The educational attainment level of Ghanaian employees in 2006 (source: GSS,
2008a)
Educational Attainment Level (%)
Main occupation (% of total employed
No formal
Less than
Primary
Senior
population)
schooling
primary
or junior
secondary
or junior
secondary
level and
secondary
level
higher
level
Legislators/managers (0.4%)
2.0
0.0
16.7
81.3
Professionals (2.8%)
0.7
2.4
15.1
81.8
Technicians & associate professionals (2%)
6.4
6.6
23.0
64.0
Clerks (1.1%)
1.5
0.5
41.0
57.0
13.7
13.3
34.3
38.7
9.1
20.3
58.4
12.2
Service/sales workers (13%)
21.3
25.0
42.9
10.8
Craft workers (13.4%)
24.0
25.5
42.7
7.8
Elementary occupations (8%)
25.3
30.7
38.8
5.2
Agriculture/fishery workers (55.2%)
48.3
30.2
19.3
2.2
% of total employed personnel
35.3
26.7
28.6
9.4
Armed forces/security personnel (0.9%)
Plant and machine operators (3.2%)
2.3.3Current challenges and future needs of the Ghanaian labour
market
In this section an overview of the current and future needs of the Ghanaian labour market is given, made on the
basis of literature and personal interviews.
Needs deduced from literature review:
Governments oversee the key development needs of their countries. Central governments lay out the overall national
strategy and ministries use this strategy to guide their sector policies. Multi-year strategic plans of the Ghanaian central
government and its various ministries were sourced as the key documents which provide insight into Ghana’s long-term
vision with regard to economic development, human resource development and education Tables 2.3.3.1 and 2.3.3.2. With
regard to central government, the key documents sourced were the GPRS I (Ghana Poverty Reduction Strategy; GoG,
2003) and GPRS II (Growth and Poverty Reduction Strategy; GoG, 2005). The GPRS II also serves as the national PRSP
(Poverty Reduction Strategy Paper; IMF 2006a), which in turn is complemented by annual progress reports (IMF, 2006b).
The three main pillars of the GPRS II in order of strategic importance are Human Resource Development,
31
Improvement of Private Sector Competitiveness (in particular the agro-industry), and Good Governance and
Civic Responsibility (Table 2.3.3.1). FASDEP II, which is the Food and Agriculture Sector Development Policy
(Ghana MFA, 2007), provides detailed strategic action plans which the Ministry of Food and Agriculture (MFA) is
implementing to achieve the overall national ambition of developing a strong agro-industrial sector as the major
driving force of the national economy.
The draft National Employment Policy and Action Plan calls for the diversification of the services sector and
identifies service subsectors other than tourism and the wholesale and retail trade in which there is a strong
need for skilled labour and professional services (Table 2.3.3.2). Of the new services suggested, IT and business
process outsourcing firms have been the fastest growing employment generators in Ghana since 2000 (GoG,
2005). Transport and logistics services are also seen to have the potential to grow, by serving land-locked
Sahelian countries using the ports of Tema and Takoradi and well-developed road, water and rail transport to ship
transit cargo (GoG, 2005). The National Apprenticeship Programme can make a huge contribution to realizing
some of the service needs presented in Table 2.3.3.2.
The human resource needs of the health sector are also clear. Ghana’s expenditure on health care has improved
over the years and is higher than in most other African countries. Free medical care is provided in rural areas,
which has improved utilization of health care services. However, all these improvements have not led to a large
improvement in health outcomes, which suggests that the quality of care is an important area for improvement
(Ghana MOH, 2009). Training or improved training of health care professionals by polytechnics could address this
problem together with sufficient resourcing of hospitals, clinics, dispensaries and pharmacies (GHS, 2007). Again
polytechnics could also produce students who are willing and able to open businesses that resource hospitals,
clinics, dispensaries and pharmacies or maintain hospital equipment and facilities. Such services would be useful
in supplementing the efforts of the Ministry of Health (GHS, 2007) and in creating gainful employment.
The Ghana health sector performance review for 2008 (Ghana MOH, 2009) and personal interviews with senior
officials of the Ministry of Health (van Haren et al., 2009) show that although enough nurses are being trained, the
diversity in specialization is limited due to insufficient trainers in certain fields. Particularly the fields of midwifery,
psychiatry, paediatrics, critical care and pathology have a shortage of specialized nurses. For sustainability, the
Ministry of Health gives priority to training trainers of specialized nurses so that they can in turn produce the nurses
required for the sector. Polytechnics can play an important role in specialized human resource development for
the health sector. They will also need to produce occupational health practitioners to deal with the multitude of
occupational health hazards that will arise with the expansion and diversification of the industrial sector, including
the oil industry.
32
Table 2.3.3.1: Government of Ghana strategic development priorities and their elements, as outlined
in the national Growth and Poverty Reduction Strategy for 2006-2009 (Source: GoG,
2005)
Strategic priority 1:
•
Needs-oriented human resource development
GRPS II explicitly pursues an employment-centred development strategy since accelerated growth
and poverty reduction requires extensive participation of the labour active population in the labour
market, as well as economic transformation. GPRS I already initiated developments in this regard by
increasing access to education and now the government’s aim is to integrate employment strategies
in all sectoral policies.
•
Youth unemployment: unemployment and underemployment of the total labour active population
in Ghana has dramatically declined over the years from 3.7% in 1998/1999 to 2.3% in 2005/2006
for unemployment and from 17.3% to 5.8% over the same period for underemployment. However,
youth unemployment (i.e. people aged 15–24 who have no work, are available for work and actively
looking for work) remains large (at least 69% in 2006). The National Employment Policy and Action
Plan (NEPAP) which is being prepared by the Ministry of Employment and Social Welfare (2009
working draft) maps out strategies to tackle youth unemployment in the country in both public and
informal sectors in a holistic manner. The employment policy is a cross-cutting theme underpinning
the three main objectives of the GPRS II. Job creation is seen as being essential in the absorption of
unemployed youth.
•
Gender equity: The informal sector in Ghana is a growing sector and is mainly characterized by nonfarm based self-employment in urban areas and farm-based self-employment in rural areas (MESW,
2009). The bulk of the labour active population involved in the rural informal sector (farming) is female.
However, since the farming is at a small scale and productivity is low, incomes generally fall within the
poverty line. The fact that women are the most active in the rural economy and that they comprise
52% of the total national labour active population has implications for the role that women need to
play in the local labour market for the country to achieve accelerated economic growth. Modernization
of agriculture and promotion of agricultural productivity would have direct benefits for rural and overall
national poverty and thereby also temper the rural-urban drift.
•
Underemployment: All sectors of the economy except agriculture and fisheries have negligible rates of
underemployment (GSS, 2008a). In 2006, underemployment in the agricultural and fisheries sector was
65% (GSS, 2008a) as a result of the fact that farming in Ghana is rain-fed and has slack and peak periods
thereby not providing full-time employment all year round. Many members of farm households are usually
underemployed due to the small scale of the farming enterprises and insufficient work to keep everyone
occupied. Modernizing of agriculture would allow all-year-round farming, while governmental promotion
of participation in other self-employment activities for other farm household members in the place of
residence (i.e. without having to migrate to other regions in the country) would increase employment and
household income.
•
The informal sector: Both public and private formal sector employment opportunities in Ghana are
limited. As a result the bulk of employment occurs in the informal sector, where one-man enterprises
dominate. However, the productivity, consistency of operation and sustainability of informal activities are
also limited. The government aims to empower people to become job-creators instead of job-seekers
by providing opportunities at various education levels to enhance the technical and entrepreneurial
capacity of skilled, semi-skilled and unskilled personnel, thereby allowing them to professionalize their
activities and improve their incomes. Business initiatives in the informal services sector are currently
being supported outside the education system through the Government’s Special Initiatives Scheme.
33
Strategic priority 2:
•
Private sector competitiveness, in particular the agro-industry
Challenges: Promotion of the agro-based industry is the second strategic pillar of the GPRS
II and forms the basis for economic growth and structural transformation. Agriculture is the
highest contributor to the GDP and provides employment to more than 60% of the population.
Consequently improvements in the productivity of this sector will impact directly on the growth
of the economy as well as the social welfare. Improvements are specifically targeted at smallscale food producers whose productivity is vulnerable to both climate variability and change
since agriculture in Ghana is mainly rain-fed. In addition, farmers use inadequate technologies
and so crop success and productivity is limited. Where a harvest succeeds, farmers receive
low financial returns for their product on both the domestic and international markets. Other
constraints include affordable credit for agricultural development, post-harvest losses due to
inadequate storage facilities and high transportation costs to market.
•
The modernization of agriculture and food security: Modernized agriculture increases
yields (i.e. produce volume and quality) and ensures food security. Such modernization
involves increased mechanization in large-scale agriculture; updating of existing small-scale
technological packages used by smallholder farmers; land and water management (to cope
with variable climatic conditions); development and/or use of improved seeds and animal
breeds; promotion of soil fertility and pest and disease management systems (veterinary
sciences). Furthermore, diversification of crops from the traditional cocoa to other crops
including cereals, fruits and other cash crops would greatly contribute to the domestic food
supply and security. Investments in aquaculture (inland fisheries) would support Ghana
in meeting the demand for fish which is the major national source of protein intake, thereby
relieving pressure on marine fishing which is increasingly becoming unsustainable. Dairy farming
is also to be promoted. These priorities are also reflected in FASDEPII.
•
The agro-processing industry and trade: In line with the long term vision of developing an agrobased industrial economy, the interventions in agriculture would need to be complemented with
appropriate interventions in the trade and industry sector. Agro-processing involves processing,
conservation, packaging, storage, marketing and delivery of agricultural produce (wood,
cotton, rubber, tobacco, cocoa, coffee, legumes, grain, fruits and vegetables). Relevant trade
interventions include strengthening of inter-sectoral linkages within the domestic economy, in
particular the agriculture-industry-consumer chains, which are weak. Structural transformations
in the linkages between agriculture and the agro-processing industry has potential to reduce
post-harvest losses thereby generating additional income while structural changes between the
agro-processing industry and trade environment has potential for generating increased income.
•
Enabling environment: New agricultural technologies which are opted for should be easily
accessible and affordable, even for smallholders. Accessibility to credit for the private sector
needs to be improved since financial institutions generally consider local manufacturing and
agricultural enterprises as risky undertakings. The government also plans to simplify regulations
in the agro-industry sector and increase their transparency as well as increasing access to
regional and global markets through strong negotiation in international trade agreements 5 (Figure
2.3.3.1). Currently Ghana enjoys favourable tariffs for exporting agricultural products, clothing and
textiles to other World Trade Organisation members (even better than other emerging economies
and also better than least developed countries; Figure 2.3.3.1). Duties and tariffs for importing
industrial technologies from developed countries, however, still need to become more favourable.
All these changes would create an enabling environment for farmers to operate their businesses
competitively, without unnecessary bureaucratic obstruction.
•
Other strategic sectors which have long-term growth potentials and are to be targeted within GPRS
II due to their employment creation potential include tourism (e.g. hospitality, creative arts), ICT, light
industrialization (textiles, garments and value addition to metallic and non-metallic minerals), mining
34
and physical infrastructure development. Infrastructure development is, however, not seen as an
immediate priority since the unit cost of projects (whether in energy, water, roads or communications)
tends to be very large in relation to the cost of typical individual projects in agriculture, health or
education. Furthermore, the beneficiaries of many of these infrastructure projects are often higherincome citizens and corporate enterprises rather than the lower-income and disadvantaged sectors
which are the prime targets of classic poverty strategies. However, increasing the competitiveness
of the domestic market, facilitating transport of the value-added agricultural goods to and from
the market, and realizing e-marketing possibilities requires that these important strategic support
services be functional.
•
Education and training: The first and second priorities of the GRPS II are seen as being intimately
linked to each other since the long-term and sustainable improvement of farm work productivity
also depends on success achieved in enhanced manpower training and the application of
research, science and technology to agriculture. Strengthening of agricultural training institutions
at the secondary education level is an important component in realizing this objective. ICT is also
seen as a pivotal tool in improving business efficiency, governance, accountability, efficiency and
transparency and human potential development (through increased knowledge acquisition). ICT has,
therefore, been made a core subject of all post-basic education institutions, including professional
training institutions (Ghana MOESS, 2008). Furthermore, since ICT is not affordable to the majority
of potential users, the government aims to develop community information centres nationwide and
promote ICT awareness through documentaries and publications. Overall, vocational and technical
education and training have a key role to play in enhancing the science and technology capacity of
Ghana, thereby helping the country to achieve its technological ambitions.
Strategic priority 3:
•
Good governance and civic responsibility
Ghana has achieved macroeconomic stability. Key factors to securing and sustaining this
economic condition are political and civil stability, good governance and civic responsibility. Good
governance involves the principles of transparency and accountability in central government
structures and corporate structures. The government can provide support for civil society groups
(such as the Anti-Corruption Coalition) in monitoring and evaluating policy implementation as well
as strengthening the process of democratization, by fostering greater civil responsibility and civil
participation in local governance (e.g. decentralized government, chieftainships). This ensures
transparency and accountability of government in terms of efficiency and effectiveness. Increasing
the national capacity to assure internal security (safety of life and property, combating economic
crimes and fraud) and protecting economic, social, cultural, civil and political rights through
affordable access to justice motivates entrepreneurs to be ambitious and conduct business at
ease. At the same time, the operational, logistics and human resource capacity of the Ministry of
Defence and the Ministry of Interior Affairs also need to be continually upgraded in order to prevent
external aggression and safeguard territorial integrity. Furthermore, since women comprise a
major proportion of the labour active population, their empowerment and protection from civic
violence and discrimination is important. The government has a special Ministry of Women Affairs
and Children and other collaborative ministries and bodies to promote civic awareness of existing
laws in this regard, enforce existing laws and promote women in public life.
e.g.: the Economic Partnership Agreement (EPA) which is a scheme to create a free trade area between the EU and
ACP (African, Caribbean and Pacific) countries. It was initiated through the Cotonou Agreement (the main and latest
EU-ACP trade agreement) in response to continuing criticism on the non-reciprocal and discriminating preferential trade
agreements (PTAs) which give preferential access to certain products from participating countries.
5
35
Figure 2.3.3.1:
Average tariffs imposed by developed market economies on agricultural
products, clothing and textiles from Ghana as compared to other developing economies and least
developed countries (LDCs). So far Ghana is greatly benefiting from global progress in achieving target
two of the Millennium Development Goal number eight (which encourages the further development of a
transparent, rule-based, predictable and non-discriminatory international trading system) and target five
(which encourages better access to technologies through the private sector). The MFN (Most-FavouredNation) tariff that Ghana is charged by developed economies is lower than that of its counterparts on
the developing market economies list and also lower than that for LDCs. The “MFN tariff” is the tariff
level that a member of the GATT/WTO charges on a particular good when trading with other members.
These favourable trade conditions are also true for the preferential trade rates that Ghana enjoys with
developed market economies in comparison to other emerging economies and LDCs. Reduction of
customs duty on industrial product importation by developing countries would benefit Ghana even more
in its quest to modernize and mechanize its agricultural sector (Source: WTO/ITC/UNCTAD, 2010).
14%
Average MFN Tariff
12%
10%
8%
6%
4%
2%
0%
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
Year
36
Developing Market Economies
Least Developed Countries
Ghana
DME Pref erential Tarif f
LDC Pref erential Tarif f
Ghana Pref erential Tarif f
2007
Table 2.3.3.2: Human resource needs deduced from Government of Ghana strategic development
policies and plans and statistical reports.
Sector
Activity
Service and human resource needs (in both the private and public
Services
Infrastructure
1
(improvements
services
engineering, construction, transportation, distribution and financial
sectors)
would energize
trade and tourism
and increase
international
Professionalized services and skilled labour in architecture,
services.
ICT & related
1,6
services
installation and maintenance, computer consultancy and training,
Professionalized services and skilled labour in ICT infrastructure
multimedia innovation, software development, data processing
competitiveness)
and management, automation, and helpdesk and call centres.
Business services
Professionalized services and skilled labour in research and
1
development, equipment leasing and maintenance (hospitals,
industry, schools, research institutions, households, etc) to
improve quality and efficiency of operation, market research,
management consulting, translation, investigation and security,
import of supplies not locally available (technical, medical, etc).
Professional
1
Professionalized services and skilled labour in licensed
services
professions such as accounting, law, medicine and dentistry;
effective intellectual property rights protection (with regard to
local art, music, film).
Quality-of-life
•
Professionalized services in sanitation, safe water and
4
housing provision. 40% of households in Ghana have access
services
to pipe-borne water, 41% use water from a well, 16% percent
depend on natural sources for drinking water and 4% rely
on water tanker services, water vendors and sachet/bottled
water.
•
Professionalized services in electricity provision. The
4
main sources of lighting for households are kerosene and
electricity (both at 49%). Kerosene is the main light source for
households in rural areas (72%), while electricity is the main
source for urban households (79%). 85% of the households
use wood and charcoal as the main fuel for cooking.
•
Professionalized services in waste management. 58% of all
4
households (rural and urban) dispose of their rubbish through
a public dump.
•
Professionalized services and skilled labour in public safety
5
(security companies).
Education and
Professionalized services and skilled personnel in training of
training
health care professionals (the 2008 average individual-to-nurse
ratio and individual-to-doctor ratio for all of Ghana was 1,353:1
and 13,499:1 respectively)3. There is a need for researchers in all
sectors of the economy to support innovation, productivity and
development of science and technology2.
37
Industry
Mining
Professionalized services and skilled labour in mining, processing
(diversification
and transportation; environmental impact assessment and
of mining and
environmental management; human health management.
extension of
activities beyond
gold and diamond
mining to bauxite,
limestone and salt)2
Agriculture
Commercialization
7
Constraints to the agricultural sector are identified in FASDEP
of agricultural
II and include human resource needs in natural resource
activities
management, agricultural technology development and
dissemination, irrigation development and management, difficult
or limited access to land, credit, good transport infrastructure and
markets, and energy availability and costs. The plan highlights the
need for livestock specialists (veterinarians, breeders and meat
scientists). It also mentions the fact that the farmer population in
Ghana is aging and that the sector is currently unable to attract
youth. The high illiteracy among agricultural producers means a
constant need for facilitating their access to information on new
approaches, opportunities and policies. The limited appropriate
technologies for processing, transporting, handling and storing
crop and animal produce and limited knowledge in post-harvest
management, particularly of perishable goods, repeatedly result in
high post-harvest losses of ~20-50% for fruits, vegetables, roots
and tubers and about 20-30% for cereals and legumes. TVET
institutions can play a role in addressing these issues by supplying
graduates who are qualified in addressing them. Graduates
could work for themselves by developing and selling userfriendly technologies that save labour and minimize post-harvest
losses. They could also start their own businesses delivering
extension services to disseminate information to farmers and
agro-producers. There are also business opportunities for buyers
of produce from farmers in poorly accessible rural areas in order
to resell the produce to large agro-processing industries in urban
areas. FASDEP II also mentions that there is a shortage of physical
infrastructure for hatcheries, ponds and cages for aquaculture and
abattoirs. Here too are business opportunities for TVET graduates
in the innovative engineering disciplines. The government would
have to support the establishment and growth of such enterprises
through financial incentives (e.g. tax exemptions).
38
1
Ghana MESW (2009
4
GSS (2008a)
2
GoG (2005)
5
Ghana MOTDR (2006)
3
Ghana MOH (2009)
6
Ghana MOC (2004)
7
Ghana MFA (207)
Needs deduced from personal interviews:
Personal interviews conducted by Nuffic with senior education stakeholders and labour market representatives
in Ghana (van Haren et al., 2009) all pointed to oil mining as a major upcoming economic sector in Ghana for
which personnel with specific technical skills is required. The country has proven oil reserves of 15 million bbl
(CIA World Fact Book, 2008), which is a commercially viable quantity, and has plans to commence oil mining
and export in 2011. Literature study of Ghana’s plans for this industry shows that analyses of manpower needs
with regard to the oil and gas industry are already at an advanced stage and that the Ghana National Petroleum
Corporation (GNPC, 2009) has identified that the key challenge faced by the country at the moment is the lack of
readily available and capable manpower with the appropriate technical skills to support the sector. The GNPC,
which is a state-owned corporation, is aiming for systematic manpower development and is at an advanced
stage in identifying the type of labour required to serve the oil industry. With regard to non-technical areas the
following specialists have been identified by the GNPC as being necessary for the oil and gas sector: human
resource management experts, oil and gas accounting and finance experts, auditors, petroleum economists,
legal experts, public relations experts, taxation experts; supply chain analysts, procurement and logistic analysts,
oil and gas marketing and commercial experts, and information technologists.
With regard to technical areas, skilled personnel will be required at the degree and technician level in the fields
of geology, geophysics and engineering. The types of geologists needed include petroleum geologists (who look
at the structural and sedimentary aspects of strata to identify possible oil traps and make the decision on where
the location of the drilling will occur) and sample catchers (geological technicians who catch and wash cuttings
samples for the well site geologist to analyse on the rig).
Geophysical personnel needed include:
•
geophysicists (to study the earth using gravity, magnetic, electrical and seismic methods and work closely
with geologists to generate images of petroleum traps from collected data);
•
geophysical technicians such as the jug hustler (a member of the seismic crew or party who lays out cables
and plants geophones for seismic acquisition);
•
drillers (to drill the holes in which dynamite is buried before it is detonated);
•
surveyors (to survey, delineate and cut seismic lines);
•
processors (to convert raw data into usable data for interpretation offshore);
•
recorders or observers (to monitor and execute the detonation of dynamites and record information received
by the geophones);
•
navigators (for offshore surveys);
•
gunmen (to manage and monitor air/water guns used in offshore seismic acquisition);
•
motormen (mechanics who service and man the shot hole drilling machines for onshore seismic operation);
•
machinists; and
•
caterers.
Petroleum engineers needed will include:
•
drilling engineers (to design, coordinate and monitor all well construction programmes);
•
reservoir engineers (to provide engineering analysis and support in all phases of reservoir evaluation);
•
production engineers (to control and measure the produced fluids [i.e. oil, water, gas] and deliver the raw
product for transportation);
•
process and facilities engineers (to give functional guidance with regard to installations, maintenance,
process control, simulation and optimization of the production facility);
•
health, safety and environment specialists (to liaise with governmental and industrial agencies and engage
NOCs/IOCs on safety compliance issues with all applicable codes, standards, rules and regulations as they
apply to oil and gas production); and
•
completions engineers (to define the testing, stimulation and completion requirements of the well).
39
In addition to petroleum engineers, electrical engineers and mechanical engineers will also be needed. Electrical
engineers design and develop electrical systems and components to high specifications focussing on safety,
reliability, quality and sustainability. Mechanical engineers use engineering principles to provide efficient solutions
to the development of processes and products.
Oil industry technicians needed include those trained as:
•
able seamen (to perform a variety of duties including preserving painted surfaces, maintaining lines and
cargo handling gear in safe operating conditions);
•
ordinary seamen (responsible for performing duties that relate to the operation and maintenance of marine
equipment on board the vessel);
•
mechanics (to perform routine preventive maintenance and ensure that machines and equipments continue
to run smoothly);
•
pump men (to perform all work necessary for the safe and proper operation of the Liquid Cargo Transfer
System and to repair equipment when broken down);
•
electricians (to install, maintain, troubleshoot, repair and commission electronic and electrical equipment
and systems on oil rigs);
•
crane operators (for the crane used to lift and move all operations equipment, systems, supplies, containers
etc. on the offshore unit);
•
roustabouts (to engage in basic labouring tasks to keep the drilling area in good working order);
•
medics (responsible for the upkeep of the sick bay and medical stocks; they could double as safety and
training coordinator);
•
handymen;
•
radio operators (responsible for onboard communication systems, helicopter logistics, preparation for
Personnel on Board [POB] lists, emergency muster lists etc);
•
API-certified welders (responsible for repairing, fabricating or modifying metal structures associated with an
offshore unit) and multi-purpose welders;
•
store keepers or materials men (responsible for the maintenance of the stores, stock ordering and receiving);
•
tool pushers;
•
roughneck or floor men (to operate and maintain all rig floor drill string handling, hoisting equipment and well
control systems as directed by the driller);
•
camp bosses (responsible for day–to-day camp operations and for ensuring logistics are properly planned
so that supplies for field operations and base camp are cost effective);
•
catering crew;
•
derrick men (to operate, monitor and maintain all drilling fluid systems and equipment associated with
drilling oil and gas wells from an offshore drilling unit);
•
motormen (to assist with various preventive maintenance, repair, installation and removal, monitoring of
diesel engine and other support systems);
•
painters or blasters (to mix, match and apply paint, varnishes, shellac enamel and other furnishings as
directed by the paint foreman);
•
divers (to perform construction and maintenance works on offshore oil rigs especially below water surface);
•
pipe yard hands (to help with the maintenance of pipes for drilling); and
•
drillers (to control the operations and direct the activities of the rig crew under the supervision of the rig
manager).
Skilled personnel will also be needed for the secondary petrochemical industry that will evolve around the
oil mining activities (e.g. fertilizer and ammonia production, first aid provision, fire fighting and prevention,
sustainable environmental management and social responsibility).
40
2.4 Matching the education on offer with the skills needed in the local
labour market
2.4.1Historical legacy
The overall perception in Ghana is that the education and training being offered in the country is not adequately
meeting the needs of the labour market, in terms of relevance and in terms of the quality of skills that graduates
have. In the working draft of the National Employment Policy (2009), the Ministry of Employment and Social
Welfare asserts that:
“Yet the fact that our educational system continues to pour unskilled, semi-skilled
and unemployable young graduates into a job market with comparably few job
opportunities, shows there is a need for sober reflection and deeper thoughtfulness
on the kind of policy interventions which will be needed to overcome the challenges”.
Ghanaian academics agree that the correct emphasis has not been placed on the development of
human resources, particularly in the sciences (i.e. science, engineering, agriculture) and on the application of
science as a development tool (Addy, 2008). Scientific knowledge increases a nation’s capability to innovate
technologies that assist in the solution of national problems.
The current report suggests that this situation is also attributable to the historic legacy of the education sector.
Past inadequacies in the education system have led to a low attainment level of the current Ghanaian labour
force. In 2006, <10% of the active labour force had a secondary school leaving certificate or higher (Table
2.3.2.2). In the same year, only 28.6% of the employed labour force held a primary or junior secondary school
leaving certificate, 26.7% had attended school, but did not hold a primary or junior secondary school leaving
certificate and 35.3% had never been to school (GSS, 2008a). As such, the lack of practical and relevant skills
that employers are noticing in their employees can also partly be explained by the educational attainment level of
the majority of the employed labour force (>90%) who have less than a secondary education. Our hypothesis is
that even if the 9.4% of graduates who enter the labour force from secondary and higher education institutions
were perfectly aligned and suited to the requirements of the labour market, the labour market would still have
a problem since at least 90% of the workforce would still not have passed through the education system at an
advanced enough level, or at all, to benefit from the improvements.
The solution of the problem that the labour market faces (i.e. lack of a highly skilled, relevant and efficient labour
force), therefore, does not only lie in ensuring that all tertiary graduates have relevant and quality skills for the labour
market. Immediate solutions primarily need to lie in re-educating the current labour force on-the-job to improve
performance, while long-term solutions primarily include raising the educational attainment level of current students
by increasing the completion rates at primary and secondary education levels as well as expanding access to
education at the secondary and tertiary levels, so that students do not enter the labour market too early. Specifically,
the absorption capacity of secondary and higher professional education institutions (which is currently a bottleneck,
see Table 2.2.2.1 and Section 2.2.4) desperately needs to be expanded. When we consider the total number of
15–24 year olds (i.e. age group eligible for tertiary education = 5 million) and the total number of enrolments in
tertiary level institutions (i.e. 139,768), it is evident that not enough youth are going through the tertiary education
system (Table 2.2.2.1), which is a level at which capacities to translate acquired knowledge to innovative solutions
in variable contexts are matured. All these key interventions would increase the overall education attainment level
and performance of the labour force. It is, however, also worthwhile to mention that interventions in this line have
already been initiated by the government and great progress has already been made in increasing overall access to
41
education at primary and junior secondary school levels, in line with the EFA goals, with 86% of the school-going
age population for these levels having attended school in 2008, including in deprived areas (Table 2.2.2.1). As such,
the expectation is that the percentage of workers who have never attended school will tremendously decrease in
the near future once these students have completely passed through the education system and joined the labour
market. Furthermore, COTVET and the Japanese International Cooperation Agency (JICA) are also currently working
together on the introduction of the demand-oriented competence-based training approach into TVET, which should
further align the education on offer with the needs of the labour market (JICA, 2010).
2.4.2Alignment between educational curricula on offer and local
labour market needs
In this section of the report, an inventory was compiled of the type of programmes that are offered by all higher
education institutions as well as some secondary level TVET institutions in Ghana (Annexes A and B). Thereafter,
the labour market needs detailed earlier in this report have been set off against these A-Z lists in order to see
whether training programmes exist that would satisfy the specific skill demands. Areas in which alignment or no
alignment exists are identified.
Areas in which alignment exists, but where stronger linkages with the labour market are needed:
Analysis of the curricula on offer at higher (professional) education institutions (Annex A and B), shows that in
most instances alignment exists between the education programmes on offer (in terms of discipline) and the
type of skilled personnel that the government needs in order to achieve its strategic goal of Ghana being driven
by a strong agro-based industrial economy. The professional education programmes on offer in Ghana seem
diversified enough, and thereby have the potential to contribute to all-round development in the national strategic
sectors and labour market ambitions articulated in Tables 2.3.3.1 and 2.3.3.2. For example, training programmes
in food science and post-harvest engineering, animal husbandry, veterinary sciences, law, marketing and
business studies are sufficiently available. Therefore, skilled personnel to strategize what is needed to enhance
agro-processing and access to export markets or to set up a national pest and disease control system for the
animal husbandry and aquaculture sectors are, in effect, also abundantly available. The food science and postharvest engineering programmes offered at universities and engineering courses offered at polytechnics have the
potential to produce graduates who can develop the agro-based industry, when creativity and innovativeness
are incorporated into the curriculum. For instance, Takoradi Polytechnic offers a refrigeration and air conditioning
training programme. This has potential to provide skilled and innovative staff who can translate the knowledge
gained to conservation and storage innovations for agricultural produce to minimize post-harvest losses.
However, the student absorption capacities are limited as only this polytechnic offers this course. Accredited
building construction and civil engineering programmes are also sufficiently offered at many of the polytechnics.
These graduates too have the potential to contribute to the implementation and maintenance of the physical
infrastructure that is needed to support the agro-industry (e.g. road networks, harvest storage facilities and
water reservoirs for irrigation). Similarly, mechanical and electrical engineering programmes (some with plant and
production specializations) are also abundantly on offer at various polytechnics. Graduates of these polytechnics
can potentially contribute to small and large scale innovations in automation and processing of agricultural
produce in order to add value to them and produce composite end products.
The disciplines of the training programmes on offer at professional education institutions correspond to the
disciplines in which the labour market requires skilled personnel. However, apparently the links with the labour
market are too weak to make the programmes relevant to specific applications and practices in the labour
market. Structural incorporation of creative and innovative skills acquisition elements into these programmes
would increase student capabilities in translating the theoretical knowledge gained in a specific programme
to a wide variety of problems, situations and contexts. Furthermore, career guidance, in conjunction with the
42
labour market, could receive more emphasis in the training so that students can have a better vision of the
various contexts in which they can apply their academic knowledge upon graduation. Promotion of independent
thinking and problem solving during coursework and internships would especially serve graduates who become
self-employed to innovate new services which they can offer to the economic sector in the form of a business,
thereby supporting both the sector and making their own living from it.
Areas in which no alignment exists:
One crucial discipline which is not sufficiently on offer at polytechnics and universities is ICT and ICT
management. This discipline is an essential component of all the engineering programmes on offer, ensuring
efficiency of operation in the innovations developed. In order to ensure high productivity and financial returns, a
modern automated agro-processing industry is necessary and this requires high ICT skills and innovation. The
fact that modernization through ICT is not a major component of the technical programmes on offer at education
institutions could partly explain the low technical innovativeness of graduates in their work when they enter the
labour market. The manufacturing subsector, for instance, has a lot of potential to grow but currently remains
limited in its growth largely due to high production costs and the influx of cheaper imports which make locallymanufactured products uncompetitive. This could be an area in which targeted interventions can occur since
incorporation of ICT in plant and production operations increase efficiency.
It is also worth noting here that during the literature survey, many important websites, both private and public,
were frequently unavailable for long periods of time. If Ghana is to become internationally competitive and
increase access to external and internal markets, the country will need to become more accessible and so the
operation of internet communication will need to become more stable and reliable. ICT is a crucial enabling
factor to private sector development and increased trade. There is, therefore, a dire need for companies and
personnel that offer quality ICT services to the labour market.
Higher professional education institutions could contribute to creating this enabling environment by offering
quality ICT training to more students than currently have access to ICT programmes. Instead of seeking to
be employed by others, ICT graduates could in turn also consider starting up their own businesses offering a
variety of ICT services to both the public and private sector (Table 2.3.3.2), thereby creating own employment
and supporting the development needs of the country. Students wishing to start their own business after
graduation could be supported through structural programmes such as is the case at the University of Dar es
Salaam in Tanzania. The Netherlands Ministry of Foreign Affairs supported the University through the Local
Entrepreneurship Action Development (LEAD) Project under its’ NPT 6 Programme. The project involved the
establishment of a business incubator (UDEC, 2009). The incubator is a facility designed to help micro-firms
survive and grow during the start-up phase which is when they are most vulnerable. The incubator provides
hands-on business management assistance, access to financing and critical business or technical support
services (e.g. mentoring, training, access to equipment such as computers, projectors and training rooms and
office space at reasonable cost). Initially, UDEC established a virtual incubation service supporting business
start-ups in the areas of consultancy, training and web design, while awaiting completion of the UDEC Business
Incubation Facility, which still had to be constructed. The incubator is primarily targeted at graduates and has
participant eligibility criteria based on the determination of applicants to start and focus on doing business on a
full-time basis and on innovativeness of the business idea, among other qualities.
Another area in which alignment currently does not exist is the oil sector. There are currently no local higher
education institutions which can produce the personnel identified by the GNPC. The universities KNUST, UMAT,
6
NPT = Netherlands Programme for Capacity Building in Post-secondary Education and Training (2005–2008).
43
RMU and All Nations University College are seen as being able to produce petroleum and marine engineers at
the degree level after some curriculum development, strengthening and tuning, while polytechnics could be
strengthened to produce technician engineers. With help from overseas experts or in partnership with overseas
polytechnics, the Ghanaian polytechnics wish to commence with developing specialized curricula and training
programmes to satisfy this local demand for specialized manpower in the oil and gas industry. This will achieve
alignment in the education on offer at existing higher professional education institutions and the personnel needs
of this future priority and growing economic sector. The initial personnel group is currently being trained abroad
(e.g. in South Africa and the United Kingdom).
2.5 References
Addy, M.E., 2008, Educational Reforms and the Sciences, Legon Observer, Vol 2 (1), 14-18.
AGI (Association of Ghana Industries), accessed 2010, www.agighana.org.
Buatsi, P. (presiding Chief Director of the Ghanaian Ministry of Education), 2010, pers. comm.
Cambridge Education, 2006, Education Management Information System: A Short Case Study of Ghana,
InfoDev Working Paper No. 4.
CIA World Fact Book, 2009, https://www.cia.gov/library/publications/the-world-factbook/geos/gh.html.
Duodu, A., 2006, TVET in Ghana: A Case Study, Ministry of Education and Sports Report (Ghana Education
Service, Technical and Vocational Education Division), Accra.
Haren, van, P., Boeren, A., Gondwe, M., 2009, Report of the NICHE Identification Mission to Ghana: 24/05/09 –
31/05/09, Nuffic, The Hague.
IMF (International Monetary Fund), 2010, World Economic Outlook: October 2010 Edition, www.imf.org.
UNESCO, 2006, Ghana: Early Childhood Care and Education (ECCE) Programmes, Country Report prepared
for the Education for All Global Monitoring Report 2007, UNESCO Report Nr IBE/2006/EFA/GMR/CP/32,
Geneva.
GEA (Ghana Employers Association), 2009, www.ghanaemployers.com.
GNPC (Ghana National Petroleum Corporation), 2009, www.gnpcghana.com/home/.
IMF (International Monetary Fund), 2006a, Ghana: Poverty Reduction Strategy Paper (PRSP), IMF country report
No. 06/225.
IMF (International Monetary Fund), 2006b, Ghana: Poverty Reduction Strategy Paper (PRSP): Annual Progress
Report, IMF country report No. 06/226.
JICA (Japanese International Cooperation Agency), 2010, Technical and Vocational Education and Training
Support Project: 2007-2011, Project Outline, www.jica.go.jp/project/ghana/0604633/english/outline/index.
html.
GoG (Government of Ghana), 2003, Ghana Poverty Reduction Strategy (2003-2005): An Agenda for Growth and
Prosperity, Volume I: Policy and Analysis Statement.
GoG (Government of Ghana) National Development Planning Commission, 2005, Growth and Poverty Reduction
Strategy (GPRS II): 2006-2009.
GoG (Government of Ghana), 2006, Council for Technical and Vocational Education and Training (COTVET) Act
(Act 718), Government Gazette of 1 September 2006, Accra.
Ghana MESW (Ministry of Employment and Social Welfare), 2009, National Employment Policy, working draft,
Accra.
Ghana MFA (Ministry of Food and Agriculture), 2007, Food and Agriculture Sector Development Policy (FASDEP
II), Accra.
Ghana MOC (Ministry of Communications), 2004, ICT Policy Statement, Accra.
Ghana MOE (Ministry of Education), 2003, Education Strategic Plan 2003-2015: Volume 1 – Policies, Targets and
Strategies, Accra.
Ghana MOESS (Ministry of Education, Science and Sports), 2007, Education Reform 2007 at a Glance, Accra.
Ghana MOESS (Ministry of Education, Science and Sports), 2008, Preliminary Education Sector Performance
44
Report (ESPR) 2008.
Ghana MOH (Ministry of Health), 2009, Pulling Together, Achieving More: Independent Review of the Health
Sector Programme of Work 2008.
Ghana MOTDR (Ministry of Tourism and Diasporan Relations), 2006, National Tourism Policy, Accra.
GHS (Ghana Health Service, Ministry of Health), 2007, Quality Assurance Strategic Plan for Ghana Health
Service: 2007-2011.
GSS (Ghana Statistical Service), 2008a, Ghana Living Standards Survey: Report of the 5th Round (GLSS 5), www.
statsghana.gov.gh/.
GSS (Ghana Statistical Service), 2008b, Ghana in Figures, www.statsghana.gov.gh/.
Palmer, R., 2009, Formalising the Informal: Ghana’s National Apprenticeship Programme, J. Vocational Education
and Training, 61 (1), 67-83.
UDEC (University of Dar es Salaam Entrepreneurship Centre), accessed 2009, http://udec.co.tz/
UG (University of Ghana), 2009, 2009 Annual Report, www.ug.edu.gh/ugdocs/ANNUALREPORT2009.pdf.
UN (United Nations), 2010, Millennium Development Goals, www.un.org/millenniumgoals/bkgd.shtml .
US (United States) Census Bureau, 2009, International Database, www.census.gov/.
WTO (World Trade Organisation), ITC (International Trade Centre), UNCTAD (United Nations Conference on Trade
and Development), 2010, Market Access Indicators, www.mdg-trade.org/.
45
3
STRENGTHENING ALIGNMENT THROUGH INTERNATIONAL
COOPERATION
3.1 International cooperation
Considering the total budget available to the Ministry of Education, and the current destination of most of that
money in relation to TVET, it is clear that there is limited room for implementing re-allocations of the budget
towards TVET without causing serious problems in other priority areas of the total education sector (Table
2.2.2.1). International cooperation offers additional opportunities for improvements to the TVET sector.
Since the beginning of the 21st century, the higher professional education sector in the Netherlands has been
involved in cooperation projects with their counterparts in Ghana under a bilateral programme funded by
the Netherlands government (the Netherlands Programme for Institutional Strengthening of Post-secondary
Education and Training Capacity (NPT Programme)). A summary of the nature of this involvement and the
achieved results is provided in Annex E (Nikièma and Boonzaaijer, 2009). The NPT Programme was launched
by the Dutch government in 2002. The programme was administered by Nuffic and aimed to contribute to
strengthening the institutional capacity of selected developing countries (among which Ghana) in providing
post-secondary education and training. In Ghana the focus was on competency-based training in agricultural
engineering, civil engineering, building construction, fashion design, automobile engineering and the
strengthening of polytechnics leadership and management (Kouwenhoven et al., 2009). TVET interventions
through NPT were decided by Nuffic following close consultation between the ministry responsible for education
in Ghana, the Dutch Embassy in Accra and other stakeholders in the Ghanaian higher education sector and
labour market. Industrial attachment was compulsory in all the pilot programmes that were developed and
implemented according to the Competency-based Approach. The NPT intervention was carried out countrywide and all ten polytechnics in Ghana were involved.
Following on from the NPT programme, the Netherlands Ministry of Foreign affairs initiated the NICHE
(Netherlands Initiative for Capacity development in Higher Education) programme (2009–2013), in which capacity
building in post-secondary education will be continued.
46
The Netherlands has also supported development of the TVET sector at the pre-tertiary level, under bilateral
agreement. Prior to the NPT and NICHE programmes, the VOTEC Resource Centres Project (1999–2003)
was financed. This project involved refurbishment of the infrastructure of 15 technical institutes and 5 senior
secondary/technical schools. New workshops and classrooms were built, old equipment was serviced and
complemented by additional new equipment. The Ministry of Education (Duodu, 2006) reported that these
interventions have successfully been able to expand training opportunities to the Ghanaian youth.
As reported in the Ghana 2008 Education Sector Performance Report, Dutch bilateral funding to the Ghanaian
education sector in 2007 was 9.3% of total donor funding (GH¢ 77m). Other contributing donors were DFID
(38%), IDA (13.6%), European Commission (10%), USAID (8.6%), JICA (7.9%), ADB (5.7%), UNICEF (2.6%),
BADEA (1.8%), WFP (1.5%) and the French Embassy (0.9%). All together, the total donor funding to the
education sector in 2007 was only 6% of the total national education budget. The rest of the funds were
generated by Ghana itself.
However, cooperation does not always have to be in the form of direct cash flows, but can also take place in
other innovative ways in which both cooperating parties benefit. In the following text, innovative and strategic
ways of cooperating that do not involve direct cash flows are suggested.
3.2 Possible niches for cooperation and forms of cooperation
It would be best for professional education institutions in Ghana to particularly cooperate with other professional
education institutions internationally. Particular issues of focus would be to modernize and increase the scope of
professional education in Ghana towards technical subjects. Analysis of the courses currently on offer at most
of the tertiary level professional education institutions reveals a skew towards the humanities (see Figure 2.2.4.1
in Chapter 2 and Annex B), which is largely a reflection of the available budget for provision of training. Social
sciences are cheaper to provide, while technical and vocational subjects are very expensive to provide due to
their need for well-equipped laboratories and workshops and funding for student and staff internships in the
labour market.
Increasing the scope of TVET would specifically require:
•
capacity building for technical teaching staff, especially in courses that are currently not given but are
needed in the labour market;
•
curricula development, especially of courses that are currently not given but are needed in the labour
market;
•
upgrading of workshops and laboratories and stocking of disposable and non-disposable supplies for
technical courses which are currently under-resourced and are relying on theory, but in which practical skills
are essential to produce graduates who already have these skills when they enter the labour market.
These activities would support a shift in the sciences-to-humanities ratio from the current 30:70 to that which
is desired by government policy (60:40; Ghana MOESS, 2008). Improvements in technical education would
facilitate international student exchanges in technical disciplines since Ghana would offer more modern,
challenging and technologically sound learning contexts. It is the interaction with these science and technical
students which would impart the much needed practical learning experiences for both students and teachers on
both sides.
Ghanaian professional education institutions could select a limited list of technical courses in which cooperation
is preferred. These courses should be aligned with local labour market needs. Limiting the number of courses
in which cooperation should occur would ensure focus and concentration of resources to yield the best results.
Cooperation over the years would need to ensure continuity and build on previous investments. Activities could
include designing new curricula or strengthening existing ones in order to raise their relevance. Teaching staff
47
exchanges could also be initiated to mutually strengthen knowledge and practical capacities in delivering the
curricula. Cooperation could additionally be aimed at addressing the development needs discussed in Section
2.2.4 (Chapter 2).
Cooperating institutions could also try to involve the private sector in their activities. Many international
enterprises are involved in Public-Private Partnerships (PPP) 7 and have committed to Corporate Social
Responsibility (CSR) 8 in their business model and could be open to collaboration. Manufacturing companies
often have access to surplus disposable and non-disposable supplies which could be donated to cooperating
professional education institutions within the context of CSR. Such assistance would be given to specifically
identified courses and curricula in which the cooperation is taking place and which have, therefore, been
approved as being relevant to the local labour market needs. These companies also have technical expertise
(skilled labour) on how, when and where to use or apply different supplies and technologies, which is all useful
information to teaching staff and students at the participating professional education institutions. Transfer of this
know-how can occur through direct technical contact between the skilled company personnel and participating
teachers and students during mutual visits.
Such technical assistance is already currently occurring between Dutch companies and their partner enterprises
in developing countries through mechanisms and networks such as PUM (Programma Uitzending Managers)
and SharePeople. The contact would only need to be extended beyond the current company-to-company
cooperation to cover the professional education sector as well. PUM has been involved in development
cooperation since 1978 through short term projects lasting 2-3 weeks in which senior experts are sent out to
developing countries (currently >70 countries; PUM, 2009). The experts advise businesses and institutions which
have a need for knowledge, expertise and experience on solving an actual problem for which they themselves
do not have the resources or expertise to solve. The experts provide assistance on the basis of the experience
and expertise which they acquired throughout their career, in all aspects of the economic sector. PUM-experts
are independent and conduct their work without expectation of reward. They do not receive financial support for
their assistance and participation is voluntary. SharePeople activities are similar to those of PUM (SharePeople,
2009).
In addition to technical assistance missions to developing countries, PUM also has a special programme in
countries with which the Netherlands has bilateral agreements. This programme is called VEHICLE (Vocational
Education for Higher Circles and Levels). VEHICLE projects last longer than the earlier described technical
assistance missions (i.e. 2-3 years) and in a series of missions. In this way technical and vocational education
questions can be thoroughly addressed. The emphasis in VEHICLE projects is on the private sector, particularly
on areas where there are difficulties with the quality of freshly-graduated employees who are applying for jobs
(PUM, 2009).
Within this example, Dutch universities of applied sciences wishing to cooperate with their Ghanaian
counterparts could seek cooperation with networks such as PUM in order to send a student along with an expert
7
A PPP is an agreement between government (public entity) and a private-sector organization with the objective of using
collective expertise and resources to positively impact an issue that benefits the public at large. Both parties equally
share the risk and reap the reward of the undertaking. These coalitions have a lot to offer in terms of sharing knowledge,
expertise and experience for the good of developing countries.
8
CSR is the deliberate inclusion of public interest into corporate decision making and the honouring of a triple bottom line
(i.e. people, planet, profit). Companies voluntarily build in aspects which regulate the business’s adherence to law, ethical
standards and international norms into their internal business models and policies. The businesses embrace responsibility
for the impact of their activities on the environment, consumers, suppliers, employees, communities, stakeholders and all
other members of the national and international public sphere and proactively promote public engagement in community
growth and development.
48
each time that a Dutch expert visits Ghana to help with a particular problem. This way the Dutch student gains
skills in a developing country, learning from a senior expert and working on an actual problem in a new context.
While in Ghana, the Dutch expert and student team could be paired up with a Ghanaian student and teacher
team at an associated TVET institution, which would maximize the knowledge transfer to local professional
education institutions. The sending of students along with senior experts through such networks could be limited
to the disciplines relevant to the courses in which cooperation is taking place, again to maximize impact for the
course.
TVET institution and private sector collaboration between Ghana and other international partners could also
go the extra mile by engaging in open innovation (Chesbrough, 2003)9. During their research and development
activities, most companies stumble upon new technologies or solutions which are not directly applicable to
their own market, but which could be useful to the market of another company. In open innovation, instead of
discarding these inventions or not using them, companies can sell or donate the ideas to relevant and interested
firms or individual entrepreneurs in the private sector who can take the idea, directly apply it or further develop
or modify it for their own market. The spin-off products from one company can therefore be used as input in
another, thereby supporting the growth of the private sector and innovation in general and providing solutions
to secondary markets. Open innovation also offers advantages to the inventing firms since ideas which would
otherwise have been shelved, now produce income through their sale to other parties. In turn, they too have
access to spin-off innovations from other firms which they can use for their own markets, saving them research
and development costs, but also thereby being inspired by others and coming onto ideas which they themselves
may never have been able to innovate. In developed nations, technological developments are far ahead of those
in Ghana and some of the spin-off technologies could very well be useful for the private sector development
needs of Ghana.
As has been discussed in Chapter 2, one of the main priorities of the government of Ghana is private sector
development (GoG, 2005). The same is true for the Dutch Ministry of Foreign Affairs with regard to its agenda
for development cooperation (Knapen, 2010). As such, cooperation within the context of open innovation would
be very well aligned with the needs of the Ghanaian and Dutch government in cases where such cooperation
between these two countries are initiated.
Modifying open innovation technologies for the Ghanaian market and context would require some research and
testing (e.g. knowledge-based product development efforts involving value addition to primary products (cocoa,
gold, petroleum). Through lectureships Dutch universities of applied sciences have also adopted research as
one of their core functions. As such they are in a position to access research funding from sources that have
traditionally targeted research universities or research institutes. In the Netherlands, the funding organization
9
Historically, universities and government were not involved in the commercial application of science and so some
companies decided to or had to do it all on their own. They created their own research and development departments
that were able to provide for the innovation needs of the company. There was no time to wait for the scientific community
to become more involved in the practical application of science or for other companies to start producing some of the
components that were required in their final product. These companies, therefore, became relatively self-sufficient, with
little communication directed outwards to other companies or universities. Throughout the years several factors emerged
that eroded this closed innovation paradigm, namely, the increasing availability and mobility of skilled workers (so that
knowledge now flows across firm boundaries); external options for ideas sitting on the shelf; and the increasing capability
of external suppliers. These factors have resulted in a new market of knowledge. Knowledge is no longer proprietary to
the company but resides in employees, suppliers, customers, competitors, and universities. Companies realize that not
all good ideas are developed within their own company, and that not all ideas necessarily need to be further developed
within the firm's own boundaries. With knowledge now widely distributed, companies can no longer rely entirely on
their own research, but need to acquire inventions or intellectual property from other companies when it advances their
business model. Innovation has, therefore, shifted from being closed to being open.
49
for scientific research (NWO: Nederlandse Organisatie voor Wetenschappelijk Onderzoek) has a division which
particularly focuses on financing research that benefits global development, in particular poverty alleviation
and sustainable development: the WOTRO (NWO-Wotro, 2006). Perhaps this is a possible additional means of
funding for the cooperation between the Dutch and Ghanaian professional education institutions with regard
to enhancing research capacity necessary to adopt new technologies and solutions within the context of open
innovation.
Extension of PPP, CSR and open innovation activities to the field of professional education is new, but very
strategic for contributing to the development of the labour market and skilled manpower in developing countries.
3.3 References
Chesbrough, H.W., 2003, Open Innovation: The new imperative for creating and profiting from technology.
Harvard Business School Press, Boston.
Duodu, A., 2006, TVET in Ghana: A Case Study, Ministry of Education and Sports Report (Ghana Education
Service, Technical and Vocational Education Division), Accra.
Ghana MOESS (Ministry of Education, Science and Sports), 2008, Preliminary Education Sector Performance
Report (ESPR) 2008, Accra.
GoG (Government of Ghana) National Development Planning Commission, 2005, Growth and Poverty Reduction
Strategy (GPRS II): 2006-2009, Accra.
Knapen, B., November 2010, Basisbrief Ontwikkelingssamenwerking, Het Ministerie van Buitenlandse Zaken,
Den Haag.
Kouwenhoven, W., Oduro, G., Nsiah-Gyabaah (Eds), 2009, Trends in Polytechnic Education in Ghana, VU
University Amsterdam, ISBN 9789490336011.
Nikièma, O., Boonzaaijer, C., 2009, Report on the NPT Workshop Held at Erata Hotel, Accra on Friday, November
20, 2009. Nuffic, The Hague.
PUM ( Netherlands Senior Experts), accessed 2009, www.pum.nl
SharePeople, accessed 2009, www.sharepeople.nl
NWO-Wotro (Netherlands Organisation for Scientific Research, WOTRO Division), 2006, Science for International
Development: Strategy Plan 2007-2010, The Hague.
50
ANNEXES
Annex A
Higher education institutions offering professional education in Ghana
Annex B
A-Z lists of undergraduate and graduate programmes offered at higher
education institutions in Ghana
Annex C
Government ministries in Ghana
Annex D
Statistical data on Ghana’s economic development and climate
Annex E
Netherlands capacity building projects (NPT) at Ghanaian polytechnics
(2004-2008)
51
HIGHER EDUCATION INSTITUTIONS OFFERING PROFESSIONAL EDUCATION IN GHANA
Table A1:
Technical and vocational education institutions in Ghana1.
Technical secondary schools
Pre-tertiary (senior high school level)
ANNEX A:
52
Institute2
Area of education and training
Technical secondary schools (TSS):
Akrofuom TSS; Obuasi TSS; Agona
TSS; Maabang TSS; Jacobu TSS; St.
Joseph TSS; Collins TSS, Juaso TSS;
Ofoase TSS; Mpasatia TSS; Kumasi
Shitary TSS; Gyeama Penson TSS; Kofi
Adjei TSS; Ejisu TSS; Bonwire TSS;
Ahafoman TSS; Gyamfi Kumanin TSS;
Yeji TSS; Methodist TSS; Wamanafo
Community Day TSS; Goka TSS;
Nkoranza TSS; Kwame Danso TSS;
Twene Amanfo TSS; Boakye Tromo
TSS; Asuogyaman TSS; Tuobodom
TSS; Badu TSS; Koae TSS; Abakrampa
TSS; Mando TSS; Assin North TSS;
Obrakyere TSS; Effutu TSS; Oguaa TSS;
Gomoa TSS; Mankesim TSS; Dunkwa
TSS; Adukrom TSS; Presbyterian TSS;
Presby Senior TSS; Christian Heritage
TSS; St Paul. TSS; Kibi TSS; Osino
Presbyterian TSS; Koforidua TSS; Boso
TSS; Action TSS; Armed Forces TSS;
Kaneshie TSS; Kinbu TSS; Ada TSS;
Osudoku TSS; Zion Methodist TSS;
Manhean TSS; Amasaman TSS; Gowrie
TSS; Zamse TSS; Bolgatangs TSS;
Sandema TSS; Akatsi TSS; Baglo TSS;
Okadjakrom TSS; Akome TSS; Sokode
TSS; Tsito TSS; Afadjato TSS; Akpafu
TSS; Alavanyo TSS; Atiavi TSS; KeteKrachi TSS; Oti TSS; Klikor TSS; Kpeve
TSS; PEki TSS; Vakpo TSS; Have TSS;
Aveyime Battor TSS; St. Kizito TSS;
Dabala TSS; Ghana TSS; Bompeh TSS;
Takoradi Business Technical College.
Commercial secondary schools
(CSS): Techimantia Presbyterian
CSS; Effiduase CSS; St. Joseph CSS;
Adankwaman CSS; New-Juaben CSS;
Yilo CSS; Swedru School of Business;
Sunyani Business Secondary School;
Tamale Business Secondary School;
Northern School of Business;.
Agriculture secondary schools:
Dadease Agricultural Secondary School;
Jim Bourton Memorial Agricultural
Secondary School; Dofor Community
Agricultural Secondary School.
Senior high school has four parallel education streams (i.e.
general education, vocational education, technical education
and agricultural education) with a core of compulsory subjects in
the first two years (i.e. mathematics, computer studies, general
science, social studies and English). Technical secondary schools
offer the compulsory general subjects as well as a range of
technical, vocational and commercial subjects. For entry, the
Common Entrance Examination must be taken as is the case for all
educational institutes in all four educational streams at secondary
level.
Polytechnics
Tertiary (post-senior high school level)
Technical training institutes (TTIs):
Abetifi TI; Akwatia TI; Anlo TI; Asuansi
TI ; Bawku TI; Bolgatanga TI; Cape
Coast TI ; Ho TI; Kapandu TI; Kikam
TI; Koforidua TI; Kumasi TI; St Paul
TI; Sunyani TI; Tamale TI; Tema TI;
Takoradi TI; Krobea Asante Vocational/
Technical Institute.
Technical institutes offer pre-technical courses and general
technical and craft courses in the engineering and building
sciences. The pre-technical course requires two years of full-time
study and includes general education as well as introductory
technical and craft courses. Students may then take up an
apprenticeship or continue with further technical education, either
in the general technical courses or the craft courses. General
technical courses have a considerable theoretical content while
the general craft courses have a high practical content. Both
courses require 2 years of full time study after the pre-technical
course. Completion of the general technical or craft programme is
considered comparable to completion of the technical secondary
school programs in Ghana. On completion students may continue
to polytechnics for more advanced technical education or take
up apprenticeships. Some technical institutes also offer three-tofive year secretarial and commercial courses leading to RSA and
WAEC awards.
Accra Polytechnic
HNDs in Engineering (Mechanical Engineering; Electrical
Engineering; Building Technology; Civil Engineering); Applied Arts
and Sciences (Furniture Production & Design; Statistics; Science
Laboratory Technology; HCIM; Fashion Designing and Modelling);
Management & Business Studies (Accountancy, Secretaryship
& Management Studies; Bilingual Secretaryship & Management;
Marketing; Purchasing & Supply).
Cape Coast Polytechnic
B.Tech degree in Building Technology; HNDs in Accounting,
Marketing, Hotel Catering, Electrical Engineering, Mechanics (with
automobile, plant and production options), Building Construction,
Civil Engineering, Secretaryship and Management Studies,
Statistics, Tourism, Fashion Design & Technology.
Ho Polytechnic
HNDs in Fashion Design & Textiles; Building Technology;
Secretaryship; Accounting; Hotel Catering & Institutional
Management; Statistics; Fashion Design; Electrical Engineering;
Agricultural Engineering; Mechanical Engineering (production
option); Automotive Engineering; Marketing; B.Tech Automobile
Engineering; B.Tech. Hospitality and Tourism Management.
Kumasi Polytechnic
HNDs in Mechanical Engineering (plant, production, automotive
options), Electrical Engineering, Building Construction, Accounting,
Secretaryship, Dispensing Technology, Fashion & Textile Studies,
Furniture Design & Wood, Civil Engineering, Marketing, Metallurgy
& Foundry, Statistics, Estate Management, Purchasing and Supply.
Takoradi Polytechnic
HNDs in Statistics, Building Construction, Accounting,
Secretaryship, Purchasing and Supply, Marketing, Furniture Design
and Construction, Commercial Art (textiles & graphics), Material
Science & Technology, Fashion Design, Catering, Civil Engineering,
Refrigeration and Air Conditioning, Automotive Engineering,
Mechanical Engineering (plant/production options), Electronic
Engineering.
Wa Polytechnic
Bachelor programmes in Mechanical Engineering and ICT; HNDs in
Accounting, Agriculture, Secretarial and Management Studies, Civil
Engineering, Estate Management, Building Technology.
Bolgatanga Polytechnic
---
Tamale Polytechnic
HNDs in Statistics, Secretaryship & Management Studies,
Agricultural Engineering, Accounting, Marketing, Building
Technology, Hotel Catering and Institutional Management,
Mechanical Engineering (plant/automobile/production options).
Sunyani Polytechnic
HNDs in Accounting, Hotel Catering, General Agriculture,
Marketing, Secretaryship and Management Studies, Electrical
Engineering, Building Technology, B.Tech. Building Technology.
53
Public and private local tertiary (post-senior high school) Institutes
Specialized colleges
Koforidua Polytechnic
Bachelor in Renewable Energy Systems Engineering; Bachelor
in Mechanical Engineering; Bachelor in Electrical Engineering;
HNDs in Accounting, Marketing, Purchasing & Supply,
Hospitality Management, Mechanical Engineering, Automotive
Engineering, Bilingual Secretaryship and Management Studies,
Computer Science and IT Management, Information Technology
Management, Computer Science, Secretaryship and Management
Studies, Statistics.
Teacher training colleges: Mampong
Ashanti Technical Teachers College;
St. Francis Training College in
Hohoe; Bagabaga Training College;
Abetifi Training College; Presbyterian
Women’s Training College in Aburi;
Agogo Training College; Atebubu
Training College; Evengelical
Presbyterian Training College
in Bimbilla; St. Theresa Training
College in Hohoe; Dambai Training
College; Holy Child Training College
in Takoradi; Peki Training College;
St. Louis Training College in Kumasi;
Accra Training College; Berekum
Training College; Enchi Training
College; Gbewaah Training College
in Pusiga; 7th Day Adventist Training
College in Asokore; Tamale Training
College; Evenagelical Presbyterian
Training College in Amedzofe; Tumu
Training College; Kibi Training College;
Komenda Training College; Wiawso
Training College; Jasikan Training
College; St. Joseph’s Training College
in Bechem; Wesley College in Kumasi;
St. John’s Boscos Training College
in Akropong; Akatsi Training College;
Ada Training College; Offinso Training
College; Akrokerri Training College;
Foso Training College; Kumasi
Advanced Technical Teachers College.
three-year Diploma of Basic Education programme; Supervisory
Nurses training colleges (includes
midwifery and psychiatric nursing):
Jirapa; Agogo; Koforidua; Ho; Korle
Bu in Accra; Cape Coast; Sekondi;
Tamale; Nkawkaw; Kumasi; Bawku;
Berekum; Bolgatanga; Military
Hospital in Accra; Pantang and
Ankaful; Hohoe; Maase Offinso;
Mampong Ashanti; Atibie.
Three-year diploma programmes in registered general nursing and
Public health colleges in Ho and
Three-year diploma courses to train health inspectors.
body is the Institute of Education at the University of Cape Coast,
which also awards the diplomas; Graduates can enter bachelor
degree programmes at various universities after also passing the
university entrance examination.
registered midwifery. The Nurses and Midwives Council of Ghana
regulates admission and is responsible for licensing.
Tamale (run by the Ministry of Health)
Korle Bu Hospital in Accra
Health certificates and diplomas: 3-year certificate programmes in
medical laboratory technology, radiology and public health.
54
Ghana Institute of Journalism (GIJ)
in Accra
(run by the Ministry of Information &
affiliated to the University of Ghana)
Through its affiliation to the University of Ghana, the institute is
also accredited to award a BA in Journalism and Public Relations.
The National Film and Television
Three-year film and television diploma course. Through its
Institute (NAFTI) in Accra, established affiliation to the University of Ghana, the institute is also accredited
in 1970
to award a BA in Film & Television.
Ghana Institute of Languages in
Accra
Offers diploma and BA programme in Translation (through the
University of Ghana) as well as courses in European languages,
Arabic and Bilingual Secretaryship.
Ghana School of Law in Accra
Professional law programme at graduate level; leads to the
equivalent of the JD.
Ghana Armed Forces Command
and Staff College (GAFCSC) in Accra
Master’s Degree (International Relations); affiliated to the University
of Ghana.
The Ghana Institute of Management
and Public Administration (GIMPA)
in Accra:
Established in 1969;
Formerly affiliated to the University of
Ghana, but now independent since
2004.
•Bachelor degrees in a full-time evening programme (BA (Public
Administration,) BA (Business Administration), Bachelor of
Economics, Bachelor of Marketing, Bachelor of Accounting, Bachelor
of Banking and Finance, Bachelor of Hospitality Management,
Bachelor of Information & Communication Technology).
•Master’s Degree in Development Management (MDM).
•The GIMPA MBA programme is five three-week sessions at
five-month intervals, with three courses offered each session. The
M.Sc. in Business Administration is six three-week sessions at fivemonth intervals, with three courses offered each session.
•In addition to the academic programmes above, variable duration
professional courses are also offered in the business and clerical
fields.
The Institute of Professional
Studies (IPS) in Accra, affiliated to the
University of Ghana
Three-year business studies programs leading to Ghanaian and
international accountancy qualifications such as Associate of the
Association of Chartered Accountants (ACCA) in the UK. Awards Public
Relations Diploma. The institute is also accredited to offer degree
programmes (two years: B.Sc. Banking and Finance; four years: B.Sc.
Accounting, B.Sc. Marketing, Bachelor of Business Administration).
Catholic Institute of Business and
Technology in Accra
B.Sc. degrees in Public Sector Management and Administration;
Business Administration and Management Studies.
College of Jewellery in Accra
Candidate for affiliation to KNUST through which it seeks to award
HND diploma.
The Kofi Annan Centre of
Excellence in Information and
Computer Technology in Accra
Certification in IT education.
Agricultural Colleges: Kwadaso
Agricultural College, near Kumasi;
Nyankpala Agricultural College in
Tamale; Ohawu Agricultural College in
Abor; Ejura Agricultural College.
A three-year certificate programme which includes one year of
practical work. The major institute offering agricultural education
in Ghana is Kwadaso Agricultural College, however, all of the
colleges and their programmes are recognized by the Ministry of
Agriculture.
The Bunso Cocoa College in Accra
(run by the Cocoa Board)
A variety of short specialized courses.
55
The Kpong Irrigation College (run by
the Ministry of Agriculture)
One-year certificate programme.
The College of Renewable Natural
Resources, formerly run by the
Ministry of Agriculture and called the
Sunyani School of Forestry.
Now affiliated to KNUST since 2004
through which it awards diplomas in
renewable natural resources
Three-year diploma programme in renewable natural resources.
The Pong-Tamale Veterinary College Three-year diploma programme for veterinary assistants and
formerly run by the Ministry of
veterinary laboratory assistants.
Agriculture, now absorbed into the
University for Development Studies.
56
Theological institutions: St. Peters
Seminary in Cape Coast; St Paul
Seminary in Sowutoum; St. Victor’s
Seminary in Tamale; Trinity Theological
Seminary in Accra; Christian Service
Seminary in Kumasi; Ghana Baptist
Seminary in Kumasi; Ghana Christian
College and Seminary in Dodowa;
Christian Service University College;
Maranatha University College; Good
News Theological Seminary in Accra;
Akrofi-Christaller Memorial Center
for Mission Research and Applied
Theology (ACMC) in AkropingAkuapem.
Diploma, bachelor, master and PhD programmes in Theology.
Some of the institutions provide awards internally while others
award programmes through affiliated (inter)national universities.
Only the Trinity Theological Seminary and the ACMC offer master
programmes while only the ACMC offers Ph.D programmes. All
institutes are accredited.
Workers’ colleges
• affiliated to the University of
Ghana’s Institute for Adult
Education and awarding
certificates and diplomas for
formal (two-to-three years) and
short non-formal courses.
• Accra Workers’ College; Wa
Workers’ College; Bolgatanga
Workers’ College; Awudome
Residential Adult College; Cape
Coast Workers’ College; Ho
Workers College; Koforidua
Workers’ College; Tema District
Office; Sunyani Workers’ College;
Tamale Workers’ College;
Sekonsi/ Takoradi Workers’
College; Kumasi Workers’
College;
•
•
Two-to-three year diploma courses in Formal Education.
Certificates for short courses in Non-formal Education.
Tertiary (post-senior secondary school)
International private professional training institutes
Computer proficiency schools:
Intercom Programming and
Manufacturing Company (IPMC) in
Accra, Tema and Kumasi
NIIT Education and Training Centre
(in Accra, Achimota, Tema, Kumasi,
Takoradi)
WACSI (West Africa Civil Society
Institute) in Accra
•
Data Link Institute in Tema
B.Sc. Business Administration; B.Sc. Computer & Information
System; B.Sc. Business Administration.
Accra Institute of Technology (AIT)
in Accra
B.Sc. Business Administration/ Computer Science/ IT.
Osei Tutu II Institute for Advanced
ICT Studies in Kumasi
M.Sc. ICT.
New Bridge University College in
Kumasi
B.Sc. Computer Science, Bachelor of Business Administration.
Institute of Technology Australia
(IOTA) in Accra
Bachelor Business Administration; Bachelor IT; Master of
International Business; Master of Business Studies; Master of
Information Systems.
RDI West Africa Limited (Distance
Learning Centre for University
Leicesterb in Accra
Master of Business Administration, Postgraduate diploma in
Management, certificate in Management.
Entrepreneurship Training Institute
in Accra
ABE-UK certificate and diploma in Business Administration/ HRM;
postgraduate diploma in Entrepreneurship.
•
Non-degree international certification in computer proficiency;
International Diploma in Computer Science and International
Advanced Diploma in Computer Science.
The NIIT awards the honours diploma in IT, professional
diploma in IT and B.Sc. degree in Computing and its practice.
Advanced Business College in Accra B.Sc. Graphic Design and B.Sc. Management Studies.
Trans Africa College in Accra
Advanced diploma in Hospitality Management/ Marketing, Public
Relations and Advertising/ Accounting and Finance/IT.
Quality Distance Learning in Accra
Master of Business Administration, certificate and postgraduate
diploma in Management
Resource Development
International in Accra
Distance MBA and other graduate level programmes through the
University of Leicester (UK). Not all programmes require a bachelor
degree for admission.
Business and management schools: •
• Academy of Business
Administration (ABA) in Accra
• Ghana School of Marketing in
Accra
• Graduate School of Management
in Accra
• Institute of Management Studies
(IMS) in Accra
Non-degree tutorial support in preparation for British exambased professional qualifications such as chartered institutes.
The Ghana School of Marketing awards international
certification up to the postgraduate diploma.
Zenith College in Accra
Tutorials for distance learning for the (advanced) diploma
in management studies, Bachelor and Master of Business
Administration, B.Sc. Economics & Management and B.Sc.
Accounting & Finance through the University of London.
China Europe International
Business School in Accra
EMBA programme.
Institute of Business Management & Diplomas in Marketing and in Journalism.
Journalism in Kumasi
Jayee Institute in Accra
Diploma in Business Administration and in Journalism.
Africa Institute of Journalism and
Communications in Accra
Diploma in communication studies, awarded through the Ghana
Institute of Journalism.
57
Academy of Screen Arts (ASA) in
Accra
Diploma in Screen Arts.
Nurses training colleges:
Diploma in Registered General Nursing.
NARH - BITA College in Tema; Premier
NTC in Kumasi; Western Hills School
of Nursing in Accra; Nightingale
School of Nursing in Accra
Premier Institute of Law
Enforcement Management &
Administration in Accra
Diplomas and B.Tech. programmes in police practices, correctional
services and security management; awarded through University of
Applied Sciences in South Africa.
Since 2007, polytechnics are allowed by law (the new Polytechnics Act [Act 745]) to independently award the HND
diploma and other diplomas and certificates accredited by the National Accreditation Board (NAB). Prior to this period,
HNDs could only be monitored, regulated and awarded through the National Board for Professional and Technician
1
Examinations (NABPTEX). Source of information: The National Accreditation Board (NAB; www.nab.gov.gh); List of
Schools in Ghana (http://en.wikipedia.org/wiki/List_of_schools_in_Ghana).
2
Since new national and international educational institutes are continually being established, this list should not be
taken as being comprehensive. It merely provides a view on diversity of technical (higher) educational institutions and the
disciplines in which they specialize. This information is useful in evaluating whether there is balance in the disciplines of
focus within the technical and vocational education sector, and in order to see which employment sectors are most being
served by the education and training institutions.
3
Ghanaian universities do not award transfer credit for courses taken at these institutions, but some of them have
articulation agreements with degree-granting institutions outside of Ghana.
58
Table A2:
Universities in Ghana.
Institute
Academic structure and awards at a glance
The University of Ghana
•
Diploma, bachelor, master and PhD programmes.
(UG)
•
Academic programmes are organized in colleges and faculties, which house
•
founded in 1948;
departments, institutes, schools and research centres3:
•
the oldest, largest
•
•
school of allied health sciences, school of public health, medical research institute,
university in Ghana;
school of nursing , school of pharmacy and a medical research centre. Each school
campuses: Legon, Korle
has several departments falling under it);
Bu and Accra city ;
•
•
39,219 students in
The College of Agriculture and Consumer Sciences (is constituted by the school of
agriculture which has several departments and research centres under it);
2008 ;
•
1
•
The College of Health Sciences (constituted by a medical school, dental school,
and most prestigious
has affiliate colleges2.
The Faculties of Arts, Law, Science, Social Studies, Business and Engineering
Sciences. Each of the faculties is constituted by several departments and some of
the faculties additionally have research centres, colleges and institutes falling under
them.
The Kwame Nkrumah
•
Diploma, bachelor, master and PhD programmes4.
University of Science &
•
Academic programmes are organized in colleges, which house faculties, institutes and
Technology (KNUST)
research centres within them:
•
founded in 1952;
•
•
formerly known as the
of Agriculture, the Faculty of Forest Resources Technology and the Faculty of
Kumasi University of
Renewable Natural Resources. Each faculty has several departments under it;
Science and Technology;
•
The College of Agriculture and Natural Resources is constituted by the Faculty
The College of Architecture and Planning is constituted by the Faculty Architecture
•
campus in Kumasi;
and Building Technology, the Faculty of Planning and Land Economy and the
•
23,000 students.
Institute of Human Settlements Research. Each of these units is in turn constituted
by several departments;
•
The College of Arts and Social Sciences is constituted by the Centre for Cultural and
African Studies, the Faculty of Fine Arts, the Faculty of Industrial Art, the Faculty of
Law, the Faculty of Social Sciences, and the School of Business. Each of these units
is in turn constituted by several departments;
•
The College of Engineering is constituted by the Faculty of Chemical and Materials
Engineering, the Faculty of Civil and Geomatic Engineering, the Faculty of Electrical
and Computer Engineering, the Faculty of Mechanical and Agricultural Engineering.
Each of these faculties is in turn constituted by several departments;
•
The College of Health Sciences is constituted by the Faculty of Allied Health
Sciences, the Faculty of Pharmacy and Pharmaceutical Sciences, a Tropical
Medicine Research Centre, and a School of Medical Sciences. Each of these units is
in turn constituted by several departments;
•
The College of Science is constituted by the Faculty of Distance Learning, the
Faculty of Biosciences and the Faculty of the Physical Sciences. Each of these
faculties is in turn constituted by several departments.
59
The University of Cape
•
Certificate, diploma, bachelor and master programmes.
Coast (UCC)
•
Academic programmes are organized in faculties, which house departments, schools,
•
founded in 1962 as a
institutions and research centres:
university college, gained
•
current status in 1971;
•
The Faculty of Arts has departments if French, African Studies, Classics and
Philosophy, English and Ghanaian Languages, History, Music and theatre studies
17,000 regular students;
and religion and human values;
4000 sandwich (summer)
•
The Faculty of Education houses the Institute of Education (which supervises all 38
students; 20,000 distant
Teacher Training Colleges in the country) and has departments in Arts and Social
learners;
Sciences Education; Basic Education; Educational Foundations; Health, Physical
Education and Recreation; Mathematics and Science Education; Vocational and
Technical Education and; Educational Planning and Administration;
•
The Faculty of Social Sciences houses the Institute for Development Studies and
has departments in Economics, Geography and Tourism and Sociology;
•
The School of Business has departments in Accounting and Finance and Business
Management;
•
The School of Physical Sciences has a Computer Centre, a Laser and Fibre Optics
Centre and departments in Computer Sciences and IT, Chemistry, Mathematics and
Statistics, Optometry, Physics and Laboratory Technology;
•
The School of Biological Sciences has departments in Biochemistry, Entomology
and Wildlife, Environmental Sciences, Fisheries and Aquatic Sciences, and Human
Biology;
•
The School of Medical Sciences;
•
The School of Agriculture has departments in Crop Science, Agricultural Economics
and Extension, Agricultural Engineering, Animal Science and Soil Science;
•
The Centre for Continuing Education.
The University of Education
•
Certificate, diploma, bachelor and master programmes.
in Winneba (UEW)
•
Academic programmes are organized in faculties and schools which house institutes
•
established 1992;
and research centres: the Faculty of Agricultural Education; the Faculty of Business
•
main aim is to train
Studies Education; the Faculty of Technology Education; the Faculty of Creative Arts
teachers for the
education; the Faculty of Educational Studies, the Faculty of Languages Education; the
education system of
Faculty of Science Education; the Faculty of Social Science Education and the School of
Ghana;
•
11,481 students and
Creative Arts Education.
•
The Bachelor of Arts in Music and the Bachelor of Arts in Dance/Drama are also offered.
5,398 distant learners;
•
Campuses: Winneba,
Kumasi and Mampong;
The University of
Undergradute programmes are offered in Agricultural Sciences, Integrated Development
Development Studies (UDS)
Studies, Medicine and Health Sciences in Education related areas.
•
established 1992;
•
campuses: Tamale,
Nyakpala, Wa,
Navrongo, Kintampo.
60
The University of Mines &
•
Four years: all undergraduate degrees require four years of full-time study (B.Sc.
Technology – founded in
(Geomatic Engineering), B.Sc. (Geological Engineering), B.Sc. (Mining Engineering),
1952 as Tarkwa Technical
B.Sc. (Mechanical Engineering), B.Sc. (Electrical/Electronic Engineering) and B.Sc.
Institute. Acquired present
status in 2004. Campus in
(Mathematics).
•
Tarkwa.
Three years: a Mining Engineering Diploma is awarded to students who complete the
course. Entry to the Diploma course is based on GCE O-Level passes in mathematics,
physics, chemistry and engineering.
•
Two years: the university also offers courses in the Faculty of Science leading to the
award of the Higher (National) Diploma in subjects such as geological engineering,
mineral technology and mining. M.Sc. and M.Phil degrees by full time study (coursework
and a thesis) - Geological Engineering, Mining Engineering and Mineral Engineering. A
PhD in Mineral Engineering requires full time study and research. There is no thesis,
only an examination.
The Valley View University
•
BA Religious Studies, BA Theology, B.Sc. Business Administration (Accounting),
in Accra (private institution
Bachelor of Business Admin. (Banking & Finance/ Management/ Marketing/ HRM), B.Sc.
est. 1979 as a 7 Day
Nursing, B.Sc. IT, Bachelor of Education (Secondary Education).
th
Adventist missionary college.
Acquired present status in
1995)
Ashesi University in Accra;
•
Affiliated to three North American universities.
established 2001
•
BA Business administration; B.Sc. Computer Science; B.Sc. Management Information
systems, awarded by the University of Cape Coast.
Central University College
•
Bachelor degrees in business fields, religious fields and counselling.
(CUC) – accredited in 2001;
•
Master programme in Theology, awarded through the University of Cape Coast.
•
Bachelor degrees in Business fields and Religious studies, awarded through the
located in Accra
Islamic University College
– accredited in 2002; located
University of Ghana; BBA in Marketing, in Accounting and in Banking & Finance.
in Accra
Catholic University College
•
Bachelor degrees in Economics and Business Administration; Public Health and
– established in 2003; located
Allied Sciences; Administration and Guidance and Counselling, awarded through the
in Sunyani
University of Ghana.
Pentecost University
•
B.Sc. Administration (Accounting/ HRM/ Marketing/ Banking & Finance), Bachelor of
College – accredited in 2004;
Mission Studies/ Theology/ Pastoral Studies, Bachelor of Commerce, B.Sc. Business
located in Accra
Administration (Insurance with Actuarial Option/ Accounting/ HR/ Marketing/ Banking &
Finance), awarded through the University of Ghana.
Presbyterian University
•
B.Sc. Business Administration, B.Sc. ICT, B.Sc. Business Economics, B.Sc.
College – established 2003;
Environment & Natural Resource Management, BA Languages, BA Rural & Community
located in Abetifi-Kwahu,
Development, B.Sc. Mathematics, awarded through the University of Ghana.
Akwapim and Agogo
Methodist University
•
BBA Marketing/Accounting/HRM/Banking & Finance; B.Sc. Economics, B.Sc. IT, BA
College – accredited in 2002;
Psychology, BA English, B.Sc. Mathematics, BA Religious Studies & Ethics, M.Phil
located in Accra
Mathematics, MA Guidance & Counselling. IT degree awarded through the University of
Ghana.
61
The Regional Maritime
•
Short professional upgrading courses (international); Diploma in Freight Forwarding;
University
Diploma in Ports and Shipping Management; B.Sc. Electrical & Electronics Engineering
•
International university
(Marine Option); B.Sc. Marine Technology (Marine Engineering); B.Sc. Maritime Studies
for maritime training &
(Nautical Science); B.Sc. Maritime Studies (Ports and Shipping Administration); Master
education;
of Arts in Ports and Shipping Administration.
•
Located in Accra;
•
RMU is a branch of
the World Maritime
University in Sweden
and is affiliated to the
University of Ghana.
Wisconsin International
•
University College in Accra
MA Adult Education; MA Adult Education and Business Management; BA Computer
Science and Management, certified by the University of Ghana.
•
B.Sc. Management and Computer Studies; Bachelor of Business Studies, certified by
the University of Cape Coast.
Regent University College
•
Master programmes in adult education, awarded through affiliate Ghanaian Universities.
•
B.Sc. Accounting & Information Systems, B.Sc. in Banking & Finance with French, B.Sc.
of Science & Technology
Computing with Education, B.Sc. Economics with Computing, B.Sc. Management
established in 2004 in Accra
with Computing, B.Sc. Computer Science, Master of Electrical Engineering, Bachelor
of Theology with Management, Master of Divinity, Master of Theology, MBA. Degrees
are awarded through KNUST, Deggendorf University of Applied Sciences in Germany,
Maastricht School of Management in the Netherlands and Wheellock College Boston in
the USA.
All Nations University
•
B.Sc. Computer Science; B.Sc. Business Administration; B.Eng Electronic &
College in Koforidua
Communication Engineering; B.Eng Electronic & Communication Engineering,
Established in 2002;
B.E. Biomedical Engineering; BA/diploma Biblical Studies (with minor in business
administration). The University is also seeking accreditation for a programme in oil and
gas engineering.
Meridian University College
•
in Accra
African University College
B.Sc. Accounting and B.Sc. Business Administration, awarded through the University of
Cape Coast.
•
Diploma and bachelor degree in Communication Studies.
•
B.Sc. Computer Science; BBA Administration (with Accounting, Marketing, HRM,
of Communication in Accra
Christian Service University
College (CSUC) in Kumasi
Garden City University
Banking & Finance); B.A. in Communication and in Theology with Administration.
•
College in Kumasi
B.Sc. Finance & Entrepreneurial Development; B.Sc. Economics & Statistics; B.Sc.
Computer Science; B.Sc. Accounting with Computing; B.Sc./Diploma in Nursing;
B.Sc. Business Administration; Bachelor programmes in Finance & Entrepreneurial
Development; Economics, Accounting, Nursing and Business Administration
Ghana Baptist University
•
College
Ghana Christian University
Computer Science; B.Sc. Accounting with Computing.
•
College in Dodowa
Ghana Telecom University
BA. Christian Ministries; BA Development Management; Diploma in Religious Education
& Pastoral Ministry.
•
College
Knutsford University
B.Sc. Finance and Entrepreneurial Development; B.Sc. Economics and Statistics; B.Sc.
B.Sc. Telecommunication Engineering; B.Sc. Information Technology; Diploma
Information Technology.
•
B.Sc. Business Administration and B.Sc. Computer Science.
•
Diploma and BA in Theology, BA in Ministry, B.Sc. in Business Administration, diploma
College in Accra
Maranatha University
College in Accra
and BA Guidance & Counselling, B.Sc. Administration (Accounting/ Banking & Finance/
Marketing/ HRM/ General Management).
62
Pan African Christian
•
BA Biblical Studies.
•
Diploma, postgraduate diploma and Bachelor in IT, Postgraduate Diploma degree,
University College in
Winneba
Sikkim Manipal University
Bachelor and Master of Business Administration, M.Sc. IT.
Spiritan Institute of
•
BA Philosophy & Social Science.
•
B.Sc. Physical Planning (certification under negotiation with KNUST) and BA Religious
Philosophy in Ejisu
Technical University
College of Tamale
University College of
Studies (certification under negotiation with the University of Ghana).
•
Management Studies in
Chartered Institute of Marketing and ACCA; B.Sc. Procurement & Supply Chain
Accra
Management, B.Sc. Administration (marketing/HRM/Banking & Finance/ Accounting).
University of Applied
Management in Accra
1
Advanced certification under the Chartered Institute of Purchasing & Supply, the
•
BA Business Administration/ Business Psychology/ Sport Management; MBA; MA
Business Psychology; MA Sport Management.
Source: University of Ghana, 2009 Annual Report, http://www.ug.edu.gh/ugdocs/ANNUALREPORT2009.pdf.
2
The University of Ghana has a number of local affiliate institutes and colleges which offer non-degree, bachelor
degree and postgraduate degree programmes (see Table A1).
3
For complete details about the specific specialization areas and duration of individual programmes, refer to the
University of Ghana Annual Report (2009).
4
See Annex B for a detailed list of sub-degree, undergraduate and postgraduate programmes offered at each
university in Ghana.
5
These institutions, accredited by the National Accreditation Board, are affiliated to degree-awarding universities
for purposes of supervision and certification.
63
ANNEX B: LISTS OF UNDERGRADUATE AND GRADUATE
PROGRAMMES OFFERED AT UNIVERSITIES IN GHANA
Notes:
•
The following tables present programme information related to universities. For information on polytechnic
programmes please refer to Annex A, Table A1.
•
Programme information for universities with <10 programmes is not presented here, but is instead
incorporated in Annex A, Table A2.
Table B1:
64
A-Z list of undergraduate and graduate programmes offered at KNUST
(Source: www.knust.edu.gh).
Undergraduate programme
Undergraduate programme
Undergraduate programme
AEROSPACE ENG. (B. Sc.)
ECONOMICS (BA.)
MEDICAL LABORATORY TECHNOLOGY
(B. Sc.)
AGRICULTURAL ENG. (B. Sc.)
ELECTRICAL/ELECTRONIC ENG.
(B. Sc.)
MODERN LANGUAGES (BA.)
AGRICULTURE (B. Sc.)
ENGLISH LANGUAGE (BA.)
NATURAL RESOURCE MGT. (B. Sc.)
ARCHITECTURE (B. Sc.)
ENVIRONMENTAL SCIENCE (B. Sc.)
NURSING (B. Sc.)
ARTS (SOCIAL SCI.) (BA.)
FOOD SCIENCE AND TECHNOLOGY
(B. Sc.)
OPTOMETRY (B. Sc.)
BACHELOR OF BUSINESS ADMINISTRATION
(BA.)
FOREST RESOURCE TECHNOLOGY
(B. Sc.)
PAINTING AND SCULPTURE (BFA.)
BACHELOR OF BUSINESS ADMINISTRATION
(Part-Time) (BA.)
GEODETIC ENG. (B. Sc.)
PETROLEUM ENG. (B. Sc.)
BDS.( DENTAL SURGERY) (B. Sc.)
GEOGRAPHY AND RURAL
DEVELOPMENT (BA.)
PHARMACY (B. Pharm.)
BIOCHEMISTRY (B. Sc.)
GEOLOGICAL ENG. (B. Sc.)
PHYSICS (B. Sc.)
BIOLOGICAL SCIENCES (B. Sc.)
GEOMATIC ENG. (B. Sc.)
POST HARVEST TECHNOLOGY (B. Sc.)
BUILDING TECHNOLOGY (B. Sc.)
HERBAL MEDICINE (B. Sc.)
PUBLISHING STUDIES (BA.)
BUILDING TECHNOLOGY (FDL) (B. Sc.)
HISTORY AND POLITICAL STUDIES
(BA.)
RELIGIOUS STUDIES (BA.)
BUILDING TECHNOLOGY (SANDWICH) (B. Sc.)
HUMAN BIOLOGY (B. Sc.)
RENEWABLE NATURAL RESOURCE MGT.
(Dip.)
CHEMICAL ENG. (B. Sc.)
HUMAN SETTLEMENT PLANNING
(B. Sc.)
SOCIOLOGY AND SOCIAL WORK (BA.)
CHEMISTRY (B. Sc.)
INDUSTRIAL ART (BA.)
SPECIAL GEODETIC ENG. (B. Sc.)
CIVIL ENG. (B. Sc.)
INT. RURAL ART & INDUSTRY (BA.)
SPORTS AND EXERCISE SCIENCE
(B. Sc.)
COMMUNICATION DESIGN (BA.)
LAND ECONOMY (B. Sc.)
STATS & ACTUARIAL SCI. (B. Sc.)
COMPUTER ENG. (B. Sc.)
LL.B (LL.B)
TELECOMMUNICATION ENG. (B. Sc.)
COMPUTER ENGINEERING (FDL) (B. Sc.)
LL.B (1st Degree) (LL.B)
THEORETICAL AND APPLIED BIOLOGY
(B. Sc.)
COMPUTER SCIENCE (B. Sc.)
LL.B (Part-Time) (LL.B)
WILDLIFE TECHNOLOGY (B. Sc.)
CULTURE AND TOURISM (BA.)
MATERIALS ENG. (B. Sc.)
WOOD TECHNOLOGY (B. Sc.)
DEVELOPMENT PLANNING (B. Sc.)
MATHEMATICS (B. Sc.)
DOCTOR OF OPTOMETRY (OD) (B. Sc.)
MECHANICAL ENG. (B. Sc.)
Graduate Programme
Graduate Programme
Graduate Programme
AFRICAN ART AND CULTURE (M.Phil.)
ANIMAL NUTRITION (Ph.D.)
CHEMICAL ENG. (Ph.D.)
AFRICAN ART AND CULTURE (Ph.D.)
ANIMAL NUTRITION AND MGT. (M.Phil.)
CHEMICAL PATHOLOGY (M.Phil.)
AFRICAN ART AND CULTURE (Ph.D.)
ANIMAL NUTRITION AND MGT. (M.Sc.)
CHEMICAL PATHOLOGY (M.Sc.)
AFRICAN ART AND CULTUTRE (MA.)
ANIMAL PHYSIOLOGY (M.Sc.)
CHEMICAL PATHOLOGY (Ph.D.)
AGRIC. ECONS. & FARM MGT. (M.Sc.)
ANIMAL SCI. (M.Phil.)
CHEMISTRY (M.Phil.)
AGRIC. ENGINEERING (M.Phil.)
ANIMAL SCI. (Ph.D.)
CHEMISTRY (M.Sc.)
AGRIC. ENGINEERING (M.Sc.)
AQUACULTURE (M.Phil.)
CHEMISTRY (Ph.D.)
AGRIC. ENGINEERING (Ph.D.)
ARCHITECTURE (PGD.)
CHILD HEALTH (M. Med.)
AGRICULTURAL ECONOMICS (M.Phil.)
ARCHITECTURE CONSERVATION (M.Sc.)
CIVIL ENG. (M.Phil.)
AGRICULTURAL ECONOMICS (Ph.D.)
ART EDUCATION (MA.)
CIVIL ENG. (M.Sc.)
AGRICULTURAL MACHINERY ENG. (M.Phil.)
ART EDUCATION (M.Phil.)
CIVIL ENG. (Ph.D.)
AGRICULTURAL MACHINERY ENG. (M.Sc.)
ART EDUCATION (Ph.D.)
CLINICAL BIOCHEMISTRY (M.Phil.)
AGRICULTURAL MACHINERY ENG. (Ph.D.)
AUTONOMIC AND CNS DRUGS (M. Pharm.)
CLINICAL BIOCHEMISTRY (M.Sc.)
AGROENVIRONMENTAL ENG. (M.Phil.)
AUTONOMIC AND CNS DRUGS (M.Phil.)
CLINICAL MICROBIOLOGY (M.Phil.)
AGROENVIRONMENTAL ENG. (M.Sc.)
AUTONOMIC AND CNS DRUGS (Ph.D.)
CLINICAL MICROBIOLOGY (M.Sc.)
AGROENVIRONMENTAL ENG. (Ph.D.)
BIOCHEMISTRY (M.Phil.)
CLINICAL MICROBIOLOGY (M.Sc.)
AGROFORESTRY (M.Phil.)
BIOCHEMISTRY (M.Sc.)
CLINICAL PHARMACOLOGY (M. Pharm.)
AGROFORESTRY (M.Sc.)
BIOCHEMISTRY (Ph.D.)
CLINICAL PHARMACOLOGY (M.Phil.)
AGROFORESTRY (Ph.D.)
BIOENGINEERING (M.Phil.)
CLINICAL PHARMACOLOGY (Ph.D.)
AGRONOMY (M.Phil.)
BIOENGINEERING (M.Sc.)
CLINICAL PHARMACY (M.Phil.)
AGRONOMY (M.Sc.)
BIOENGINEERING (Ph.D.)
CLINICAL PHARMACY (M.Sc.)
AGRONOMY (Ph.D.)
BIOLOGICAL SCI. (M.Phil.)
CLINICAL PHARMACY (Ph.D.)
AGRONOMY (CROP PHYSIOLOGY) (M.Sc.)
BIOLOGICAL SCIENCE (Ph.D.)
COMMUNITY HEALTH (M.Phil.)
AGRONOMY (PLANT BREEDING) (M.Sc.)
BIOTECHNOLOGY (M.Sc.)
COMMUNITY HEALTH (Ph.D.)
ANALITICAL CHEMISTRY (M.Sc.)
BUILDING TECHNOLOGY (M.Phil.)
COMPARATIVE LITERATURE (MA.)
ANALITICAL CHEMISTRY (Ph.D.)
BUILDING TECHNOLOGY (M.Sc.)
COMPUTER ENG. (M.Phil.)
ANIMAL AND PLANT PHYSIOLOGY (M.Phil.)
BUSINESS ADMINISTRATION (M.Phil.)
COMPUTER SOLUTIONS TO SCIENTIFIC
PROBLEMS (M.Sc.)
ANIMAL BREEDING AND GENETICS (M.Phil.)
BUSINESS ADMINISTRATION (PGD.)
COMPUTER SOLUTIONS TO SCIENTIFIC
PROBLEMS (Ph.D.)
ANIMAL BREEDING AND GENETICS (M.Sc.)
BUSINESS ADMINISTRATION (Ph.D.)
CONSERVATION OF THE BUILT ENV. (M.Phil.)
ANIMAL BREEDING AND GENETICS (Ph.D.)
CERAMICS (MFA.)
CONSTRUCTION ECONOMICS (M.Phil.)
ANIMAL NUTRITION (M.Phil.)
CHEMICAL ENG. (M.Phil.)
CONSTRUCTION ECONOMICS (M.Sc.)
ANIMAL NUTRITION (M.Sc.)
CHEMICAL ENG. (M.Sc.)
CONSTRUCTION ECONOMICS (Ph.D.)
CONSTRUCTION MGT. (M.Phil.)
ELECTRIC. & ELECTRONIC ENG. (Ph.D.)
FORAGE CROP PRODUCTION AND MGT.
(M.Phil.)
CONSTRUCTION MGT. (M.Sc.)
ENGLISH (M.Phil.)
FORAGE CROP PRODUCTION AND MGT. (Ph.D.)
CONSTRUCTION MGT. (Ph.D.)
ENGLISH (Ph.D.)
FRENCH (M.Phil.)
CONSTRUCTION PROJECT MGT. (M.Phil.)
ENTOMOLOGY (M.Phil.)
FRENCH (Ph.D.)
CONSTRUCTION PROJECT MGT. (M.Sc.)
ENTOMOLOGY (M.Phil.)
FRESH WATER FISHERIES / AGRIC. (M.Phil.)
CONSTRUCTION PROJECT MGT. (Ph.D.)
ENTOMOLOGY (Ph.D.)
FRUIT CROP PRODUCTION (M.Sc.)
CONSTRUCTION TECHNOLOGY (M.Phil.)
ENVIRONMENTAL CHEMISTRY (M.Phil.)
FUNCTIONAL ANALYSIS (M.Sc.)
CONSTRUCTION TECHNOLOGY (M.Sc.)
ENVIRONMENTAL CHEMISTRY (M.Sc.)
FUNCTIONAL ANALYSIS (Ph.D.)
CONSTRUCTION TECHNOLOGY (Ph.D.)
ENVIRONMENTAL CHEMISTRY (Ph.D.)
GENETICS (M.Phil.)
CROP PHYSIOLOGY (M.Phil.)
ENVIRONMENTAL DESIGN (M.Sc.)
GEO-INFORMATION SCIENCE (M.Sc.)
CROP PHYSIOLOGY (Ph.D.)
ENVIRONMENTAL RESOURCE MGT. (M.Phil.)
GEODETIC ENG. (M.Phil.)
CROP PROTECTION (ENTOMOLOGY) (M.Sc.)
ENVIRONMENTAL RESOURCE MGT. (M.Sc.)
GEODETIC ENG. (M.Sc.)
CROP PROTECTION (NEMATOLOGY) (M.Sc.)
ENVIRONMENTAL RESOURCE MGT. (Ph.D.)
GEODETIC ENG. (Ph.D.)
CROP PROTECTION (PLANT PATHOLOGY)
(M.Sc.)
ENVIRONMENTAL SCIENCE (M.Phil.)
GEOGRAPHY AND RURAL DEVELOPMENT
(MA.)
CROP SCIENCE (M.Phil.)
ENVIRONMENTAL SCIENCE (M.Sc.)
GEOGRAPHY AND RURAL DEVELOPMENT
(M.Phil.)
DEFORESTATION & CROPPING (Ph.D.)
ENVIRONMENTAL SCIENCE (Ph.D.)
GEOGRAPHY AND RURAL DEVELOPMENT
(Ph.D.)
65
66
Graduate Programme
Graduate Programme
Graduate Programme
DEV. PLANNING & MGT. (M.Sc.)
ENVIRONMENTAL STUDIES (M.Phil.)
GEOMATIC ENG. (M.Phil.)
DEVELOPMENT POLICY & PLANNING
(M.Phil.)
EXECUTIVE MASTER OF BUSINESS ADMINISTRATION (MBA.)
GEOMATIC ENG. (M.Sc.)
DEVELOPMENT POLICY & PLANNING
(M.Sc.)
EXECUTIVE MASTER OF MINISTRY AND
MANAGEMENT (MBA.)
GEOMATIC ENG. (Ph.D.)
DEVELOPMENT POLICY & PLANNING (EXECUTIVE) (M.Sc.)
EXECUTIVE PHD. BUSINESS ADMINISTRATION (Ph.D.)
GEOPHYSICS (M.Phil.)
DEVELOPMENT POLICY & PLANNING
(SANDWICH) (M.Sc.)
EXPERIMENTAL TAXONOMY (M.Phil.)
GEOPHYSICS (Ph.D.)
DEVELOPMENT STUDIES (M.Phil.)
EXTENTION (M.Phil.)
GEOTECHNICAL ENG. (M.Phil.)
DEVELOPMENT STUDIES (Ph.D.)
FISH POP. GENETICS (M.Phil.)
GEOTECHNICAL ENG. (M.Sc.)
ECOLOGY (M.Phil.)
FLORICULTURE (M.Phil.)
HEALTH EDUCATION (M.Sc.)
ECONOMIC & INDUSTRIAL MGT. (MBA.)
FLORICULTURE (M.Sc.)
HEALTH EDUCATION (PGD.)
ECONOMIC & INDUSTRIAL MGT. (M.Phil.)
FLORICULTURE (Ph.D.)
HEALTH SERVICES PLANNING & MGT. (M.Sc.)
ECONOMICS (MA.)
FOOD AND POST HARVEST ENG. (M.Phil.)
HIGHWAY & TRANSPORTATION ENG. (M.Sc.)
ECONOMICS (M.Phil.)
FOOD AND POST HARVEST ENG. (M.Sc.)
HISTORICAL STUDIES (M.Phil.)
ECONOMICS (Ph.D.)
FOOD AND POST HARVEST ENG. (Ph.D.)
HISTORICAL STUDIES (Ph.D.)
ECONS. & INDUS. MGT. (PGD.)
FOOD SCIENCE AND TECHNOLOGY (M.Phil.)
HISTORICAL STUDIES (Ph.D.)
ELECTRIC. & ELECTRONIC ENG. (M.Phil.)
FOOD SCIENCE AND TECHNOLOGY (M.Sc.)
HORTICULTURAL BIOTECHNOLOGY (M.Phil.)
ELECTRIC. & ELECTRONIC ENG. (M.Sc.)
FOOD SCIENCE AND TECHNOLOGY (Ph.D.)
HORTICULTURAL BIOTECHNOLOGY (M.Sc.)
HORTICULTURAL BIOTECHNOLOGY (Ph.D.)
MATHEMATICS (M.Sc.)
OPTIMIZATION TECHNIQUES (Ph.D.)
HORTICULTURE (M.Phil.)
MATHEMATICS (Ph.D.)
OPTOMETRY (PGD.)
HORTICULTURE (M.Sc.)
MEAT SCIENCE (M.Phil.)
ORGANIC CHEMISTRY (M.Sc.)
HORTICULTURE (Ph.D.)
MEAT SCIENCE (M.Sc.)
ORGANIC CHEMISTRY (Ph.D.)
HOUSING STUDIES (M.Phil.)
MECHANICAL ENG. (M.Phil.)
ORNAMENTAL HORTICULTURE (Ph.D.)
IMMUNO-PHARMACOLOGY (M. Pharm.)
MECHANICAL ENG. (M.Sc.)
PAINTING (MFA.)
IMMUNO-PHARMACOLOGY (M.Phil.)
MECHANICAL ENG. (Ph.D.)
PAINTING (M.Phil.)
IMMUNO-PHARMACOLOGY (Ph.D.)
MEDICINE (M. Med.)
PAINTING (Ph.D.)
IMMUNOLOGY (M.Phil.)
MEDICINE & SURGERY (MBCHB.)
PAINTING & SCULPTURE (MFA.)
INDUSTRIAL MATHEMATICS (M.Sc.)
MICROBIOLOGY (M.Phil.)
PAINTING & SCULPTURE (M.Phil.)
INDUSTRIAL MGT. (MA.)
MODULAR COURSE (M.Sc.)
PAINTING & SCULPTURE (Ph.D.)
INORGANIC CHEMISTRY (M.Sc.)
MOLE. GENETICS (M.Phil.)
PARASITOLOGY (M.Phil.)
INORGANIC CHEMISTRY (Ph.D.)
MOLECULAR MEDICINE (M.Phil.)
PARASITOLOGY (M.Phil.)
INTEGERAL EQUATIONS (M.Sc.)
MOLECULAR MEDICINE (Ph.D.)
PATHOLOGY (HAEMATOLOGY) (Ph.D.)
INTEGERAL EQUATIONS (Ph.D.)
MONOGASTRIC NUTRITION (M.Sc.)
PHARM. ANALYSIS & QUALITY CTRL. (M.Sc.)
JEWELLERY AND METALSMITHING (MFA.)
NARCOTIC ANALGESIC DRUGS AND
DEPENDENCE (M. Pharm.)
PHARM. ANALYSIS & QUALITY CTRL. (Ph.D.)
LAND ECONOMY (M.Phil.)
NARCOTIC ANALGESIC DRUGS AND
DEPENDENCE (M.Phil.)
PHARMACEUTICAL CHEMISTRY (M. Pharm.)
LAND ECONOMY (M.Sc.)
NARCOTIC ANALGESIC DRUGS AND
DEPENDENCE (Ph.D.)
PHARMACEUTICAL CHEMISTRY (M.Phil.)
LAND ECONOMY (Ph.D.)
NAT. AGRIC. RESEARCH PROJ. (M.Sc.)
PHARMACEUTICAL CHEMISTRY (Ph.D.)
LAND MANAGEMENT (M.Phil.)
NATURAL PRODUCT PHARMACOLOGY (M.
Pharm.)
PHARMACEUTICAL MICROBIOLOGY (M.
Pharm.)
LANDSCAPE SCIENCE AND ECOLOGY
(Ph.D.)
NATURAL PRODUCT PHARMACOLOGY
(M.Phil.)
PHARMACEUTICAL MICROBIOLOGY
(M.Phil.)
LANDSCAPE STUDIES (M.Phil.)
NATURAL PRODUCT PHARMACOLOGY (Ph.D.)
PHARMACEUTICAL MICROBIOLOGY (M.Sc.)
LANDSCAPE STUDIES (M.Sc.)
NEMATOLOGY (Ph.D.)
PHARMACEUTICS (M. Pharm.)
LIMNOLOGY AND FISHERIES (M.Phil.)
NUCLEAR PHYSICS (M.Phil.)
PHARMACEUTICS (M.Phil.)
MASTER OF ARCHITECTURE (M. Arch.)
NUCLEAR PHYSICS (M.Sc.)
PHARMACOGNOSY (M. Pharm.)
MASTER OF BUSINESS ADMINISTRATION
(Full-Time) (MBA.)
NUCLEAR PHYSICS (Ph.D.)
PHARMACOGNOSY (M.Phil.)
MASTER OF BUSINESS ADMINISTRATION
(Part-Time) (MBA.)
NUMERICAL METHODS (M.Sc.)
PHARMACOGNOSY (Ph.D.)
Graduate Programme
Graduate Programme
Graduate Programme
MATERIAL SCIENCE ENG. (Ph.D.)
NUMERICAL METHODS (Ph.D.)
PHARMACOLOGY (M. Pharm.)
MATERIALS ENG. (M.Phil.)
OLERICULTURE (M.Phil.)
PHARMACOLOGY (M.Phil.)
MATERIALS SCIENCE (M.Phil.)
OLERICULTURE (M.Sc.)
PHYSICAL CHEMISTRY (M.Sc.)
MATERIALS SCIENCE (Ph.D.)
OLERICULTURE (Ph.D.)
PHYSICAL CHEMISTRY (Ph.D.)
MATHEMATICS (M.Phil.)
OPTIMIZATION TECHNIQUES (M.Sc.)
PHYSICS (M.Phil.)
PHYSICS (M.Sc.)
REPRODUCTIVE BIOLOGY (M.Sc.)
SOIL SCIENCE (M.Sc.)
PHYSICS (Ph.D.)
REPRODUCTIVE PHYSIOLOGY (M.Phil.)
SOLID STATE PHYSICS (M.Phil.)
PHYSICS (GEOPHYSICS) (M.Sc.)
REPRODUCTIVE PHYSIOLOGY (M.Sc.)
SOLID STATE PHYSICS (M.Sc.)
PHYSICS (MATERIALS SCIENCE) (M.Sc.)
REPRODUCTIVE PHYSIOLOGY (Ph.D.)
SOLID STATE PHYSICS (Ph.D.)
PLANNING (M.Phil.)
ROAD AND TRANSPORTATION ENG. (M.Sc.)
TECHNOLOGY EDUCATION (M. Tech.)
PLANNING (Ph.D.)
ROADS AND TRANSPORTATION ENG.
(M.Phil.)
TELECOMMUNICATION ENG. (M.Sc.)
PLANNING & DEV. STUDIES (M.Phil.)
RUMINANT NUTRITION (M.Phil.)
TEXTILE DESIGN (MA.)
PLANT BREEDING (M.Phil.)
RUMINANT NUTRITION (M.Sc.)
THEORETICAL PHYSICS (M.Phil.)
PLANT BREEDING (M.Sc.)
SCULPTURE (MFA.)
THEORETICAL PHYSICS (M.Sc.)
PLANT BREEDING (Ph.D.)
SCULPTURE (M.Phil.)
THEORETICAL PHYSICS (Ph.D.)
PLANT NUTRITION (M.Phil.)
SCULPTURE (MFA.)
THERMOFLUIDS ENG. (M.Sc.)
PLANT NUTRITION (M.Sc.)
SEED SCIENCE AND TECHNOLOGY
(M.Phil.)
TRANSPORTATION SAFETY ON ROADS
(M.Phil.)
PLANT PATHOLOGY (M.Phil.)
SEED SCIENCE AND TECHNOLOGY (M.Sc.)
VEGETABLE CROP PRODUCTION (M.Sc.)
PLANT PATHOLOGY (M.Phil.)
SEED SCIENCE AND TECHNOLOGY (Ph.D.)
WATER RESOURCE ENG. (M.Phil.)
PLANT PATHOLOGY (Ph.D.)
SILVICULTURE & FOREST MGT. (M.Phil.)
WATER RESOURCE ENG. AND MGT. (M.Sc.)
POLLINATION AND ECOLOGY OF CROP
PLANTS (M.Phil.)
SILVICULTURE & FOREST MGT. (Ph.D.)
WATER RESOURCES & DRAINAGE ENG.
(M.Sc.)
POMOLOGY (M.Phil.)
SOCIAL ANTHROPOLOGY (Ph.D.)
WATER RESOURCES MANAGEMENT (M.Phil.)
POMOLOGY (M.Sc.)
SOIL & WATER CONSERVATION (M.Sc.)
WATER SUPPLY & ENV. SANITATION (M.Sc.)
POPULATION AND REPRODUCTIVE
HEALTH (MPH.)
SOIL AND WATER ENG. (M.Phil.)
WEED SCI. (M.Phil.)
POPULATION AND REPRODUCTIVE
HEALTH (M.Phil.)
SOIL AND WATER ENG. (M.Sc.)
WEED SCI. (Ph.D.)
POST HARVEST PHYSIOLOGY (M.Phil.)
SOIL AND WATER ENG. (Ph.D.)
WILDLIFE & RANGE MGT. (M.Phil.)
POST HARVEST PHYSIOLOGY (M.Sc.)
SOIL EROSION AND CONSERVATION
(M.Phil.)
WILDLIFE & RANGE MGT. (Ph.D.)
POST HARVEST PHYSIOLOGY (Ph.D.)
SOIL EROSION AND CONSERVATION (Ph.D.)
WOOD SCIENCE (M.Sc.)
POST HARVEST TECHNOLOGY (M.Sc.)
SOIL FERTILITY/PLANT NUTRITION (M.Phil.)
WOOD TECH. & INDUSTRIAL MGT. (M.Sc.)
PUBLISHING (PGD.)
SOIL FERTILITY/PLANT NUTRITION (Ph.D.)
WOOD TECH. & INDUSTRIAL MGT. (Ph.D.)
PUBLISHING STUDIES (MA.)
SOIL GENESIS (M.Phil.)
WOOD TECHNOLOGY (M.Phil.)
REAL FUNCTIONS (M.Sc.)
SOIL GENESIS (Ph.D.)
WOOD TECHNOLOGY (Ph.D.)
REAL FUNCTIONS (Ph.D.)
SOIL MICROBIOLOGY (Ph.D.)
RELATIONAL DRUG USE (M. Pharm.)
SOIL PHYSICS (M.Phil.)
RELATIONAL DRUG USE (M.Phil.)
SOIL PHYSICS (Ph.D.)
RELATIONAL DRUG USE (Ph.D.)
SOIL SCI. (Ph.D.)
REPRODUCTIVE BIOLOGY (M.Phil.)
SOIL SCIENCE (M.Phil.)
67
Table B2:
68
A-Z list of undergraduate and graduate programmes offered at the University of
Ghana (Source: Alfred Quartey [UG Registrars Office], pers. comm. 2009).
Non-degree programme
Non-degree programme
Non-degree programme
Adult Education (certificate)
Nursing (diploma)
Public Relations Management (diploma)
English Proficiency (certificate)
General Music (diploma)
Prison Administration (diploma)
Statistics (certificate)
Advanced Study of Ghanaian
Languages (diploma)
Radiologic Technology (diploma)
Prison Administration (certificate)
Public Health (diploma)
Social Administration (diploma)
Accounting (diploma)
Public Administration (diploma)
Theology (diploma)
Adult education (diploma)
Librarianship (diploma)
Study of Religions (diploma)
African music (diploma)
Statistics (diploma)
Dance Studies (diploma)
Archives Administration (diploma)
Medical Laboratory Technology
(diploma)
Theatre Arts (diploma)
Youth in Development Work (diploma)
Police Administration (diploma)
Translation (diploma)
Agriculture (diploma)
Business Administration (diploma)
Undergraduate programme
Undergraduate programme
Undergraduate programme
Administration (B.Sc.)
Bachelor of Business Administration
Bachelor of Arts in Nursing
Agriculture (B.Sc.)
Bachelor of Dental Surgery
Bachelor of Science in Nursing
Bachelor of Arts (BA)
Bachelor of Science in Engineering
Bachelor of Science in Accounting
Bachelor of Fine Arts
Bachelor of Pharmacy
Bachelor of Science in Banking and
Finance
Bachelor of Laws
Bachelor of Medicine
Bachelor of Science in Marketing
Bachelor of Science in Home Science
Bachelor of Science in Medical
Laboratory Science
Bachelor of Science in Therapy
Radiography
Bachelor of Veterinary Medicine and
Surgery
Bachelor of Science in Medical Science
Bachelor of Science
Bachelor of Music
Graduate programme
Graduate programme
Graduate programme
Master of Arts in Adult Education
Master of Philosophy in Communication
Studies
Master of Philosophy in Zoology
Master of Arts in African Studies
Master of Philosophy in Chemical
Pathology
Doctor of Philosophy in Law
Master of Agriculture (Agriculture
Economics)
Master of Philosophy in Crop Science
Doctor of Philosophy in Accounting
Master of Agriculture (Animal Science)
Master of Arts in Social Policy Studies
Doctor of Philosophy in Adult Education
Master of Arts in Archival Studies
Master of Philosophy in Development
Studies
Doctor of Philosophy in African Studies
Master of Arts in Classics
Master of Philosophy in Dietetics
Doctor of Philosophy in Agricultural
Administration
Master of Arts in Communication
Studies
Master of Philosophy in Theatre Arts
Doctor of Philosophy in Agricultural
Economics
Master of Agriculture (Crop Science)
Master of Philosophy in Economics
Doctor of Philosophy in Agricultural
Engineering
Master of Arts in Development Studies
Master of Philosophy in Economic
Policy Management
Doctor of Philosophy in Agricultural
Extension
Master of Science in Dietetics
Master of Philosophy in English
Doctor of Philosophy in Animal Science
Master of Arts in English
Master of Philosophy in Entomology
Doctor of Philosophy in Applied Nuclear
Physics
Graduate programme
Graduate programme
Graduate programme
Master of Arts in Economic Policy
Management
Master of Philosophy in Environmental
Science
Doctor of Philosophy in Archival Studies
Master of Arts in French
Master of Philosophy in Food Science
Doctor of Philosophy in Archaeology
Master of Arts in Ghanaian Language
Study
Master of Philosophy in Fisheries
Science
Doctor of Philosophy in Business
Administration
Master of Arts in Development
Management
Master of Philosophy in French
Doctor of Philosophy in Biochemistry
Master of Public Health
Master of Philosophy in Geochemistry
Doctor of Philosophy in Biomedical
Science
Master of Science in Health Informatics
Master of Philosophy in Geography &
Resource Development
Doctor of Philosophy in Botany
Master of Agriculture (Home Science)
Master of Philosophy in Geology
Doctor of Philosophy in Chemistry
Master of Arts in Information Studies
Master of Philosophy in Ghanaian
Language Studies
Doctor of Philosophy in Classics
Master of Arts in International Affairs
Master of Philosophy in Development
Management
Doctor of Philosophy in Communication
Studies
Master of Arts in Library Studies
Master of Philosophy in Public Health
Doctor of Philosophy in Chemical
Pathology
Master of Arts in Linguistics
Master of Philosophy in Haematology
Doctor of Philosophy in Crop Science
Master of Arts in Musicology
Master of Philosophy in Health
Informatics
Doctor of Philosophy in Development
Studies
Master of Arts in Population Studies
Master of Philosophy in History
Doctor of Philosophy in Economics
Master of Philosophy in Population
Studies
Master of Philosophy in Home Science
Doctor of Philosophy in English
Master of Arts in Music
Master of Philosophy in Information
Studies
Doctor of Philosophy in Insect Science
Master of Science in Nursing
Master of Philosophy in International
Affairs
Doctor of Philosophy in Environmental
Science
Master of Arts in Psychology
Master of Philosophy in Library Studies
Doctor of Philosophy in Food Science
Master of Arts in Ports and Shipping
Administration
Master of Philosophy in Linguistics
Doctor of Philosophy in Fisheries
Science
Master of Arts in Sociology
Master of Philosophy in Mathematics
Doctor of Philosophy in French
Master of Agriculture (Soil Science)
Master of Philosophy in Medical
Biochemistry
Doctor of Philosophy in Geography &
Resource Development
Master of Arts in Social Work
Master of Philosophy in Medical
Physics
Doctor of Philosophy in Geology
Master of Arts in Study of Religions
Master of Philosophy in Microbiology
Doctor of Philosophy in Ghanaian
Master of Arts in Teaching English as a
Second Language
Master of Philosophy in Insect Science
Doctor of Philosophy in Public Health
Master of Arts in Translation
Master of Philosophy in Laws
Doctor of Philosophy in History
Master of Business Administration
Master of Philosophy in Philosophy
Doctor of Philosophy in Home Science
Master of Public Administration
Master of Philosophy in Study of
Religion
Doctor of Philosophy in Library Studies
Executive Master of Business
Administration
Master of Philosophy in Music
Doctor of Philosophy in Linguistics
Master of Agricultural Administration
Master of Philosophy in Nuclear &
Environmental Protection
Doctor of Philosophy in Mathematics
Master of Agricultural Extension
Master of Philosophy in Applied Nuclear Doctor of Philosophy in Medicine
Physics
Language Studies
69
70
Graduate programme
Graduate programme
Graduate programme
Master of Fine Arts
Master of Philosophy in Nuclear
Agriculture
Doctor of Philosophy in Medical
Physics
Master of Laws
Master of Philosophy in Nuclear
Engineering
Doctor of Philosophy in Microbiology
Master of Philosophy in Business
Administration
Master of Philosophy in Nuclear &
Radiochemistry
Doctor of Philosophy in Music
Master of Philosophy in Public
Administration
Master of Philosophy in Nursing
Doctor of Philosophy in Nuclear &
Environmental Protection
Master of Philosophy in Adult Education
Master of Philosophy in Nutrition
Doctor of Philosophy in Nuclear and
Radiochemistry
Master of Philosophy in African Studies
Master of Philosophy in Oceanography
Doctor of Philosophy in Nuclear
Agriculture
Master of Philosophy in Agricultural
Administration
Master of Philosophy in Pathology
Doctor of Philosophy in Nutrition
Master of Philosophy in Agribusiness
Master of Philosophy in Pharmacology
Doctor of Philosophy in Oceanography
and Fisheries
Master of Philosophy in Agricultural
Economics
Master of Philosophy in Post Harvest
Technology
Doctor of Philosophy in Public
Administration
Master of Philosophy in Agricultural
Engineering
Master of Philosophy in Physiology
Doctor of Philosophy in Medical
Parasitology
Master of Philosophy in Agricultural
Extension
Master of Philosophy in Physics
Doctor of Philosophy in Philosophy
Master of Philosophy in Agriculture
Master of Philosophy in Political
Science
Doctor of Philosophy in Physics
Master of Science in Applied Health
Social Science
Master of Philosophy in Psychology
Doctor of Philosophy in Plant Breeding
Master of Philosophy in Applied Health
Social Science
Master of Philosophy in Radiation
Processing
Doctor of Philosophy in Political
Science
Master of Philosophy in Human
Anatomy
Master of Philosophy in Radiation
Protection
Doctor of Philosophy in Population
Studies
Master of Philosophy in Animal Science
Master of Philosophy in Russian
Doctor of Philosophy in Psychology
Master of Philosophy in Archival
Studies
Master of Philosophy in Sociology
Doctor of Philosophy in Radiation
Processing
Master of Arts in Museums and
Heritage Studies
Master of Philosophy in Soil Science
Doctor of Philosophy in Sociology
Master of Philosophy in Archaeology
Master of Philosophy in Social Work
Doctor of Philosophy in Soil Science
Master of Philosophy in Biochemistry
Master of Philosophy in Spanish
Doctor of Philosophy in Spanish
Master of Philosophy in Biomedical
Science
Master of Philosophy in Study of
Religions
Doctor of Philosophy in Study of
Religions
Master of Philosophy in Botany
Master of Philosophy in Statistics
Doctor of Philosophy in Statistics
Master of Philosophy in Chemistry
Master of Philosophy in Soil and Water
Engineering
Doctor of Philosophy in English as a
Second Language
Master of Philosophy in Classics
Master of Philosophy in Teaching
English as a 2nd Language
Doctor of Philosophy in Zoology
Table B3:
A-Z list of non-degree, undergraduate and graduate programmes offered at the
University of Cape Coast (Source: www.ucc.edu.gh).
Non-degree programme
Non-degree programme
Non-degree programme
African Drum Music (certificate)
French for Special Purposes (sandwich
programme) (diploma)
Music (sandwich) (certificate)
Basic Education (evening classes
programme) (diploma)
Health Science Education (diploma)
Religion and human values (diploma)
French (diploma)
Laboratory Technicians’ Programme
(diploma)
French (certificate)
Music (sandwich programme) (diploma)
Undergraduate programme
Undergraduate programme
Undergraduate programme
African Studies (B.A.)
Agricultural Science (B.Sc.)
Laboratory Technology (B.Sc.)
Classics and Philosophy (B.A.)
Biochemistry (B.Sc.)
Mathematics (B.Sc.)
Dance Studies (B.A.)
Chemistry (B.Sc.)
Mathematics And Statistics (B.Sc.)
English (B.A.)
Computer Science (B.Sc.)
Mathematics With Business (B.Sc.)
French (B.A.)
Engineering Physi cs (B.Sc.)
Mathematics With Economics (B.Sc.)
Ghanaian Studies (B.A.)
Entomology And Wildlife (B.Sc.)
Molecular Biology and Biotechnology (B.Sc.)
Music (B.A.)
Environmental Science (B.Sc.)
Physics (B.Sc.)
Performing Arts (B.A.)
Fisheries And Aquatic Science (B.Sc.)
Statistics (B.Sc.)
Religion & Human Values (B.A.)
Human Biology (B.Sc.)
Water And Sanitation (B.Sc.)
Theatre Studies (B.A.)
Industrial Chemistry (B.Sc.)
Commerce (B Com)
Actuarial Science (B.Sc.)
Information Technology (B.Sc.)
Graduate programme
Graduate programme
Religion (sandwich programme)
(M.A.)
Master Of Business Administration (MBA)
Table B4:
A-Z list of non-degree, undergraduate and graduate programmes offered at the
University of Education in Winneba (Source: www.uew.edu.gh).
Non-degree programme
Non-degree programme
Non-degree programme
Art (certificate)
Sign Language (diploma)
Theatre Arts (diploma)
Music (certificate)
Early Childhood Care and Development
(diploma)
Music (diploma)
Pre-school education (certificate)
Education (diploma)
Sign Language (certificate)
Coaching (diploma)
Undergraduate programme
Undergraduate programme
Undergraduate programme
Accounting Studies (B.Ed)
Ghanaian Languages Education (B.A.)
Mathematics Education (B.Sc.)
Agriculture Education (B.Ed)
Graphic Design (B.A.)
Music (B.A.)
Art Education (B.Ed.)
Guidance and Counselling
Science Education (B.Sc.)
Basic Education (B.Ed.)
Health, Physical Education, Recreation
& Sports Education (B.Sc.)
Social Sciences Education (B.A.)
Dance/Drama (B.A.)
Education (B.Sc.)
Social Studies (B.Ed.)
Early Childhood and Care (B.Ed.)
Home Economics Education (B.Ed.)
Special Education (B.Ed.)
English Education (B.A.)
Information Technology (B.Ed.)
Technology Education (B.Ed.)
Fashion and Tailoring (B.A.)
Integrated Science Education (B.Ed.)
Theatre Arts (B.A.)
French Education (B.A.)
Management Studies (B.Ed.)
71
Table B5:
A-Z list of non-degree, undergraduate and graduate programmes offered at the
Regional Maritime University in Accra1 (Source: www.rmu-edu.com).
Non-degree programme
Non-degree programme
Diploma in Freight Forwarding
Various short (international) courses
Diploma in Ports and Shipping Management
Undergraduate programme
Undergraduate programme
B.Sc. Electrical & Electronics Engineering (Marine
Option)
B.Sc. Maritime Studies (Nautical Science)
B.Sc. Marine Technology (Marine Engineering)
B.Sc. Maritime Studies (Ports and Shipping Administration)
Graduate programme
Graduate programme
Master of Arts in Ports and Shipping Administration
1
The Regional Maritime University in Accra is a branch of the World Maritime University in Sweden and is affiliated
to the University of Ghana.
Table B6:
72
A-Z list of non-degree, undergraduate and graduate programmes offered at the Central
University College in Accra (Source: www.nab.gov.gh).
Undergraduate programme
Undergraduate programme
Undergraduate programme
B.Sc. Nursing
B.A. Family Counselling
B. Pharmacy
B.A. Architecture
B.A. Economics
B.Sc. Administration (HRM option)
B.Sc. Agribusiness Management
B.A. French
B.Sc. Administration (Marketing Option)
B.A. Theology
B.A. English
B.Sc. Administration (Accounting Option)
B.A. Christian Education
B.A. Environmental and
developmental studies
B.Sc. Banking and Finance
B.A. Church Administration
B.Sc. Physician Assistant
B.Sc. Management Studies
Graduate programme
Graduate programme
Graduate programme
MBA Human Resource Management
MBA General Administration
M.A. Religious Studies (Theology &
Missions)
MBA Marketing
MBA Finance
M.Phil Religious Studies (Theology &
Missions)
ANNEX C: LIST OF GHANAIAN GOVERNMENT MINISTRIES IN 2010
Government ministry
Ministry of Communication and Technology
Ministry of Defence
Ministry of Education & Sports
Ministry of Energy
Ministry of Environment, Science & Technology
Ministry of Finance and Economic Planning
Ministry of Food and Agriculture
Ministry of Foreign Affairs
Ministry of Justice and Attorney General’s Department
Ministry of Land and Natural Resources
Ministry of Local Government and Rural Development
Ministry of Employment and Social Welfare
Ministry of Parliamentary Affairs
Ministry of Private Sector Development & PSI
Ministry of Regional Cooperation and NEPAD (MRCN)
Ministry of Road Transport
Ministry of Works & Housing
Ministry of Tourism & Modernization of The Capital City
Ministry Of Trade & Industry
Ministry of Women & Children’s Affairs
Ministry of Health
Ministry of Information
Ministry of Interior
73
74
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
1998
1997
1996
1995
120
1997
1994
1993
1992
1991
1990
1989
1988
1987
1986
1985
1984
1983
1982
1981
1980
Annual % Change
140
1996
1995
1994
1993
1992
1991
1990
1989
1988
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Current International Dollars
(billions)
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Million People
25
1987
1986
1985
1984
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
Current International Dollars
1800
1983
1982
1981
1980
%
ANNEX D: STATISTICAL DATA ON GHANA’S ECONOMIC
DEVELOPMENT AND CLIMATE
Figure D1:
The temporal trends of several economic development indicators for Ghana
(Source: IMF World Economic Outlook, 2010).
20
Population
15
10
5
0
Inflation, average consumer prices
100
80
60
40
20
0
40
GDP based on purchasing-power-parity, valuation of country GDP
30
20
10
0
1500
GDP based on purchasing-power-parity/capita
1200
900
600
300
0
0.06
0.05
GDP based on purchasing-power-parity, share of world total
0.04
0.03
0.02
0.01
0
ANNEX E: NETHERLANDS CAPACITY BUILDING PROJECTS (NPT) AT
GHANAIAN POLYTECHNICS (2004-2008)
(Source: Nikièma and Boonzaaijer, 2009).
Project title
Strengthening agricultural engineering education and training at Wa, Ho,
Tamale and Bolgatanga Polytechnics for Rural Development and Poverty
Reduction
Ghanaian project partners
Ho, Wa, Bolgatanga, Tamale Polytechnics
Dutch project partners
DLV Agriconsult (DLVA); IAC Wageningen; CAH Dronten
Objectives
•
to strengthen the agricultural departments of the four polytechnics;
•
to enhance education and training;
•
to improve the employment possibilities for HND graduates of the
departments;
•
to design and implement a student-centred teaching methodology and
curriculum based on the CBT model;
•
to develop linkages and outreach activities to assist farmers, communities
and agribusiness in agricultural, rural and commercial development.
Achievements
•
development of curriculum and introduction of the CBT HND programme in
Agricultural Engineering;
•
provision of equipment for teaching and learning purposes;
•
training of staff and students in the CBT concept;
•
development of training and learning guides and readers.
Title
Building managerial and leadership capacity in polytechnics in Ghana
Ghanaian project partners
Institute for Educational Planning and Administration (IEPA) at the University of
Cape Coast and all 10 Polytechnics
Dutch project partners
Free University of Amsterdam; University of Twente; Maastricht School of
Management
Objectives
•
to improve the quality of polytechnic education through enhanced
leadership/management capacity of rectors, deans, heads of departments
and administrative departments;
•
to develop ICT infrastructure in several polytechnics, notably, Koforidua,
Sunyani, Bolgatanga and Wa Polytechnics;
•
to strengthen the capacity of IEPA for the sustenance of polytechnic
leadership and management development programmes.
75
Achievements
•
management training workshops for all ten polytechnics (basic
management, change management, course design and development,
competence-based education and training, financial management,
teaching and assessment techniques, support services management,
customer orientation, human resource management, leadership, and
facility management);
•
ten polytechnic staff completed master degree programmes at the
University of Twente;
•
IEPA benefited through participation of candidates in two PhD
programmes;
•
provision of a 30-computers resource centre;
•
strengthening of links among the polytechnics;
•
strengthening of links between the University of Cape Coast and the
polytechnics;
•
publication of a book;
•
exposure visits to various education institutions in the Netherlands and
Germany.
Title
Building capacity in the Sunyani and Cape Coast Polytechnics to improve
performance of the building construction industry in Ghana
Ghanaian project partners
Sunyani Polytechnic & Cape Coast Polytechnic
Dutch project partners
Eindhoven University of Technology; APM Consultants B.V.
Objectives
•
to build the capacity of teaching staff to enhance introduction of higher
degrees;
•
to develop and implement competency- based B. Tech and M. Tech
programmes;
•
to equip laboratory and workshops to enhance teaching and learning;
•
to develop a lasting relation with the Technical University of Twente in the
Netherlands, KNUST and the construction industry in Ghana.
Achievements
•
the training of ten B.Sc. students, six M.Sc. students and two PhD
students;
•
training of faculty in CBT methodology;
•
introduction of a CBT, B. Tech programme for two batches of admissions;
•
provision of a new laboratory and a well furnished classroom;
•
supply of 75 computers for the establishment of a computer laboratory;
•
institution of industrial internships for students;
•
collaboration with industry in the design and implementation of curriculum;
•
staff visits to participating institutions;
•
improved teaching, learning and assessment through the provision and use
of computers and other facilities;
•
increased research and department management capacity;
•
developed departmental capacity to undertake construction projects
outside campus.
Title
Capacity building of staff at Kumasi and Takoradi Polytechnics’ Civil
Engineering Departments to improve civil engineering education in Ghana
Ghanaian project partners
Kumasi and Takoradi Polytechnics
Dutch project partners
Hanze University of Professional Education; HAN University of Professional
Education
76
Objectives
•
to establish relevant and accredited CBT based civil engineering
programmes;
•
to develop the capacity of staff of the Civil Engineering departments of
Kumasi and Takoradi Polytechnics;
Achievements
•
to improve infrastructure;
•
to forge linkages with industry;
•
development of CBT based curriculum in collaboration with industry;
•
introduction of the HND in Civil Engineering;
•
staff development (two PhD students in the United Kingdom, five M.Sc.
students in the Netherlands and Ghana and one B.Sc. student in the
Netherlands);
•
organized staff capacity building workshops on management and
leadership skills, health and safety, project evaluation and development
and curriculum development and training;
•
equipment acquisition (surveying equipment, soil mechanics equipment,
office equipment and 100 used computers and two workstations);
•
classroom and laboratory refurbishments in 2 departments;
•
strong linkages with industry to offer places for attachment and practical
experience for students in the two departments as well as improved
industrial linkages and participation in the CBT programme.
Title
Introduction of the Master of Arts in Governance and Sustainable
Development at the District and Local Levels
Ghanaian project partners
Institute of Development Studies (University of Cape Coast)
Dutch project partners
University of Maastricht; Vrije Universiteit Amsterdam
Objectives
•
to contribute towards development management at the local level by
introducing a curriculum that integrates governance, environment and
development using PBL methodology;
Achievements
•
to build the capacity of the faculty at IDS to apply the methodology;
•
to equip the centre with relevant hardware, software and machinery.
•
curriculum development;
•
training of ten faculty members in the Netherlands in PBL;
•
provision of equipment and logistics (digital/video camera, coaster bus,
land cruiser etc);
Title
•
provision of a 24 workstation laboratory;
•
publication of end of project conference proceedings;
•
introduction of the M.A. Development Management programme;
•
development of a website;
•
organization of seminars and workshops.
Strengthening ICT at the Osei Tutu II Institute for Advanced ICT Studies in
Kumasi
Ghanaian project partners
Institute for Advanced ICT Studies at the Osei Tutu II Institute in Kumasi,
KNUST,
Dutch project partners
Delft University of Technology; Free University of Amsterdam
Objectives
•
to build ICT infrastructure;
•
to create a consortium of international universities that provide lecturers for
the institute;
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Achievements
•
acquired a lot of ICT infrastructure (computers, printers, scanners,
projectors, server, local area network, and internet access);
•
acquired a fully automated, state-of-the-art library with >600 books and
teaching materials;
•
performance of marketing research for the optional programmes;
•
training of one PhD student at the University of Pretoria in South Africa and
two M.Sc. students at the Free University of Amsterdam.
•
Organized the institute’s first workshop on the theme “21st Century
Challenging ICT Projects in the African Context.” The workshop topics
covered areas such as ICT and Political Life, ICT and Agriculture, ICT and
Public Health and ICT and Economy.
Title
Capacity building for supervisory bodies of tertiary education in Ghana
Ghanaian project partners
National Accreditation Board; National Council for Tertiary Education; National
Board for Professional and Technical Examinations
Dutch project partners
Hanze University of Professional Education; Education Expertise Centre in
Rotterdam
Objectives
•
to build the capacities of the three supervisory bodies to enable them to
effectively supervise the delivery of quality education in Ghana.
Achievements
•
administrative and managerial staff training (five M.Sc. students and three
PhD students);
•
exposure visits/attachments related to CBT systems and assessment (two
NABPTEX staff members visited South Africa and the Executive Secretary
of the NCTE visited the Netherlands);
•
NAB Staff attended workshops and conferences of INQAAHE in Canada
and the UAE and Association of Commonwealth Examinations and
Accreditation Bodies in South Africa;
•
Finance Officers of the three agencies went on attachment at the University
of Leicester in the UK;
•
training for external examiners and moderators of Polytechnic
examinations;
•
development of five polytechnic programmes (Agricultural Engineering,
Automotive Engineering, Civil Engineering, Building Technology and
Fashion Design) using the CBT approach;
•
methodology for tracer study developed and some data collected;
•
instruments for rationalization studies designed and some data collected;
•
NCTE developed a draft handbook/training manual and plans to organize
workshops on higher education governance and policy development for
Boards and Councils of the supervisory bodies;
•
review of standards and norms for managing the performance of tertiary
education and a rating system for financial management and continuous
monitoring and evaluation of tertiary education programmes initiated.
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