Ghana is grappling with a significant unemployment challenge, particularly among its educated youth.
Recent data from the Ghana Statistical Service reveals that between the first quarter of 2022 and the third quarter of 2023, approximately 22.3% of individuals who experienced unemployment spells had tertiary education qualifications.
This statistic underscores a pressing issue: a substantial number of graduates possess academic
knowledge but lack the practical skills demanded by the job market.
The traditional emphasis on academic qualifications in Ghana’s education system has not translated into employment opportunities.
The Ghana Statistical Service reports that youth aged 15 to 35 years constitute about 77.4% of the total unemployed population, amounting to over 1.3 million individuals.
This scenario indicates a mismatch between the skills imparted by educational institutions and those required by industries.
Countries like Germany and Singapore have successfully addressed similar challenges through robust Technical and Vocational Education and Training (TVET) systems.
The German model emphasises a dual vocational education system, combining classroom instruction with hands-on apprenticeship training.
This approach ensures that students acquire both theoretical knowledge and practical skills, making them
readily employable upon graduation.
Singapore’s TVET system is characterised by strong collaboration between educational institutions and industries.
This partnership ensures that curricula are aligned with current industry needs, providing students with relevant skills andfacilitating smoother transitions into the workforce.
To address the growing unemployment among graduates, Ghana should consider revamping its educational curricula by integrating practical skill training into academic programs to ensure that graduates are equipped with both theoretical knowledge and applicable skills.
Also, strengthen TVET Institutions through direct investment in modernizing TVET facilities and training educators to provide high-quality, hands-on vocational education that reflects current industry trends.
In addition, implement Competency-Based Training (CBT) by rolling-out CBT across all levels of TVET delivery. CBT is an industry-led and demand-driven training approach that focuses on the acquisition and demonstration of measurable competencies.
This ensures learners graduate with skills directly aligned to occupational standards and real-world industry expectations.
Ghana should also Foster Industry-Education Partnerships by encouraging strong collaboration between industries and educational institutions to co-develop curricula, offer industrial attachments, and create pathways for immediate employment after training.
Promote TVET as a Viable Career Path through the launch of a national awareness and rebranding campaigns to reposition TVET and eliminate the stigma associated with vocational education. Emphasise TVET’s critical role in national development and personal career success.
Addressing graduate unemployment in Ghana requires a paradigm shift from an education system focused solely on academic achievements to one that balances knowledge with practical skills.
By adopting and adapting successful international TVET models, Ghana can equip its youth with the competencies needed to thrive in the modern job market, thereby reducing unemployment and fostering economic growth.
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