Project Description
The project “Support of the TVET Transformation in Ghana” supports the Ghanaian government’s strategy to transform the vocational education and training system to better meet the requirements of economic, social and environmentally sustainable development. In particular it supports the implementation of the Education Strategic Plan (ESP) and the reformed legislation on TVET.
Output 1 aims to strengthen the capacity of state institutions to manage the TVET system (Directorate for TVET of the MoE, CTVET and TVET Service). Through the strengthening of institutional and personnel capacities, in particular of the TVET Service, and the involvement of the private sector in the governance structure as well as the core processes of the TVET system (definition and modernisation of professional standards, quality management of the training institutions, examination system) can be made more efficient. These changes ensure that competence-based TVET is expanded and better meets the current and future needs of the labour market.
The objective of Output 2 is to strengthen the competencies of TVET staff to apply CBT. The impact assumptions are that through an institutional and personnel strengthening of AAMUSTED and AAMUSTED-affiliated institutes, the training and further education of TVET staff will be quantitatively expanded, qualitatively improved and aligned with the requirements of digital and green transformation.
Output 3 aims to improve the involvement of the private sector in TVET. The impact assumptions are that by strengthening the core functions of the Sector Skills Bodies (SSBs), they actively contribute to the modernisation of occupational standards and to a demand- and future-oriented design of TVET provision. TVET schools are able to expand their cooperation with companies and thus extend Workplace Experience Learning (WEL) approaches. Next to acquiring relevant skills and competences, exposure to WEL and the world of labour helps provide realistic views of different career paths. Supported by career counselling and guidance WEL can facilitate vocational orientation and informed choices on learning pathways leading to formal employment. Furthermore, it is assumed that the SSBs can be enabled to identify future labour market needs, especially for a green and digital economy, and to feed them into the TVET system. These changes improve the practical relevance and labour market orientation of formal TVET and thus its attractiveness. This is also to be increased by supporting image campaigns on CBT.
Within Output 4 competence-based training delivery in green sectors is strengthened in selected regions through further training measures will enable representatives of the vocational education and training system at all levels to adapt competence-based curricula to the needs of a green and more sustainable economy and to develop new curricula at National Certificate Level I and II of the VET qualification framework for these areas. This will contribute to an increase in the relevance of vocational education and training and address the growing need for qualification in green sectors, incl. teacher qualification.
Though activities addressing Output 5 we aim to strengthen institutional and personnel capacities to implement the digital transformation. The increased use of digital tools in schools can enhance the attractiveness and relevance of teaching as well as the efficiency of school administration. In addition, learning content can be made available to a larger target group through the increased use of digital instruments and thus contribute to the establishment of an efficient Ghanaian vocational education and training system.
Provided Services
m4edu represents the consortium and assumes responsibility for project management and back-stopping. Our experts contribute to the overall TVET Transformation project and pursue the respective strategy and objectives. This strategy follows a results-oriented approach that requires a high level of flexibility.
We provide both technical and administrative services related to the key intervention areas of the project, namely output 1 – 5 above as well as cross-cutting areas such as process management, organisational development of partners, monitoring & evaluation, gender mainstreaming, inclusion of marginalized groups, communication and workshop logistics are addressed.
