Stakeholders have been involved in the planning and execution of a five-year Technical and Vocational Education and Training (TVET) project in the nation by a team from the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the UNESCO International Centre for Technical and Vocational Education and Training (UNEVOC).
The planned project, known as Better Education for Africa's Rise (BEAR III), will be the third stage of this cooperative venture between UNESCO and the government of Korea. It will be executed concurrently in Ghana, Nigeria, Sierra Leone, and Cote d'Ivoire.
In Southern Africa, the first phase was put into practice; in Eastern Africa, the second.
BEAR III intends to enhance the relevance, quality, and perception of TVET using the lessons learned from the past two stages.
The team, coordinated by Prosper Kwasi Nyavor, Head of Education Section of the UNESCO Ghana Office, recently began a week-long interaction with stakeholders in the TVET ecosystem from both the corporate and governmental sectors as part of the implementation process.
Additionally, they spoke with the Ghana Employers Association (GEA), the Ministry of Trade and Industry, and other pertinent organizations that are knowledgeable about the present workforce requirements of Ghana's actual economic sectors.
pertinent need
In his interactions with the stakeholders, Mr. Nyavor said that the project's goals were to improve the quality of institutions and programs, make TVET more relevant to the demands of the economy and labor market, and change how young people, businesses, and society view it.
Almost every sector of the economy was bound together by TVET, he claimed, and it was crucial for the organization to include all partners and stakeholders in the TVET ecosystem in order to conduct the BEAR III project successfully.
The team's goal, he continued, was to come away from the week-long interaction with a solid awareness of the many viewpoints held by the stakeholders and a clear understanding of the particular areas in which the project should focus in order to contribute to the government's TVET reform agenda.
The goal was to comprehend what the government had accomplished thus far with regard to TVET and identify any holes so that we might fill them and help TVET succeed.
Changing the economy
According to Charles Abani, the UN Resident Coordinator in Ghana, TVET has the ability to support an inclusive economic transformation, which is one of the goals of the new UN Cooperation Framework for Ghana between 2023 and 2025.
He said that if the appropriate amount of investment was done in that sector, the agriculture value chain had a huge potential for job development.
The government is really dedicated to developing TVET and STEM education in the nation, the UN Resident Coordinator said, since those are the fundamental elements of creating a nation that is self-sufficient.
In creating the draught project document for the BEAR III project, Mr. Abani informed the UNESCO team that it was It was crucial that they take into account how climate-resilient the project was.
He explained that this involved ensuring the initiative would not harm the nation's climate in any manner.
practical instruction
Hiromichi Katayama, a program specialist at the Section of Youth, Literacy, and Skills Development at UNESCO Headquarters, gave a brief analysis of the four-day trip and made the recommendation that the government improve teacher and competency training by hiring instructors who had experience teaching practical and industry-based learning rather than theory.
He advised the government to spend money on educating instructors expressly for the delivery of TVET and to concentrate more on agriculture, which had numerous applications for technical skills.
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