DRAFT TECHNICAL AND VOCATIONAL EDUCATION AND ...

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ii LIST OF ACRONYMS BECE COTVET DFID DP ECOWAS EMIS ESP GETFund GPI GRATIS HND HOTCATT ICCES ISSER JICA JSH MDGs MoESS MoFA MoMYE NACVET NDPC NEA NERIC NFED NGO NVTI OIC SHS SPED SSSCE TTI TVET UNESCO YMCA YWCA Basic Certificate of Education Council for Technical and Vocational Education and Training Department for International Development (UK) Development Partners Economic Community of West African States Education Management Information System Education Strategic Plan Ghana Education Trust Fund Gender Parity Index Ghana Regional Appropriate Technology and Industrial Service Higher National Diploma Hotel, Catering and Tourism Training Institute Integrated Community Centres for Employable Skills Institute of Statistical, Social and Economic Research Japan International Cooperation Agency Junior High School (formerly Junior Secondary School, [JSS]) Millennium Development Goals Ministry of Education, Science and Sports Ministry of Food and Agriculture Ministry of Manpower, Youth and Employment (formerly Ministry of Manpower Development and Employment [MMDE]) National Coordinating Committee for Technical and Vocational Education and Training National Development Planning Commission National Education Assessment National Education Reform Implementation Committee Non-Formal Education Non-Governmental Organization National Vocational Training Institute Opportunities Industrialization Centre Senior High School (formerly Senior Secondary School, [SSS]) Special Education Senior Secondary School Certificate Examination Technical Training Institute Technical and Vocational Education and Training United Nations Educational, Scientific and Cultural Organization Young Men’s Christian Association Young Women’s Christian Association
iii TABLE OF CONTENTS 1.0 GENERAL INTRODUCTION 1 1.1 Problem and Purpose 1 1.2 The Context for the Schokland TVET Programme in Ghana 1 2.0 THE TVET SECTOR 2 2.1 Facts and Figures 2 2.2 Policies 5 2.3 Education Sector [Strategic] Plan 7 2.4 Main Actors 8 2.5 Key Donors and their Interventions 9 2.6 Demand and Supply 10 2.7 Issues 12 3.0 THE LABOUR MARKET 13 3.1 Facts and Figures 13 3.2 Formal/Informal Economy 16 3.3 Employment/Unemployment Rates 16 3.4 Main Actors (Private Sector, Supporting Agencies) 18 3.5 Transition from School to Work 19 3.6 Demand and Supply from the Labour Market 21 3.7 Issues 23 4.0 Lessons Learned from Previous Interventions 23 5.0 Practical and Policy Challenges 24 6.0 SWOT of Key Actors of TVET and Labour Market 24 7.0 Opportunities for Improvement and Harmonization 25 8.0 The way Forward: Recommendations and Niches 26 CONCLUSION 27 REFERENCES 29 ANNEXES 30
Page 1: DRAFT TECHNICAL AND VOCATIONAL EDUC
Page 5 and 6: 1.0 GENERAL INTRODUCTION 1.1 Proble
Page 7 and 8: 3 authorities are not able to monit
Page 9 and 10: 5 only about 1% of the 4-16 age gro
Page 11 and 12: 7 sector (see Appendix B6), and the
Page 13 and 14: 9 numbers. Religious bodies such as
Page 15 and 16: 11 than 25% of Ghana’s youth reac
Page 17 and 18: 13 3.0 THE LABOUR MARKET IN GHANA A
Page 19 and 20: 15 tracking survey, the Ghana Stati
Page 21 and 22: 17 15-24 year group. The level of u
Page 23 and 24: 19 3.5 Transition from School to Wo
Page 25 and 26: 21 labour market right from the beg
Page 27 and 28: 23 needs of the population while at
Page 29 and 30: 25 MoESS MMYE place Has well develo
Page 31 and 32: 27 the assessment of readiness for
Page 33 and 34: 29 REFERENCES Baah, A. Y., & Achako
Page 35 and 36: 31 ANNEX A2: Population Characteris
Page 37 and 38: 33 KG Pupil Teacher Ration (PTR) 51
Page 39 and 40: 35 ANNEX B6: Existing Qualification
Page 41 and 42: 37 ANNEX C3: Labour Force Participa
Page 43 and 44: 39 ANNEX C8: Job Creation by Type o

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